The,,9'1 Congress of The'Asian Society for Child and Adolescent Psychiatry and Allied Professions (ASCAPAP) and 3'o National Congress of the lndonesian Association of Child and : ':::':, Adolescent Mental Health ( IACAMH ) ' ' Cultural Diversity, Challenging LW Events and Stigma : ffi a r;? \fu#:d cHrLD & ADoLEscEuiDlvrstoN I.MPROVING CHILD AND ADOLESCENT OUALITY OF LIFE Yogyakarta,24 - 26 August2Oi7 Proceeding Boolr Editor: Tihin Wiguna, Fronsiska Koligis, .,. .Leslie Meliso j
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The,,9'1 Congress of The'Asian Society for Child and AdolescentPsychiatry and Allied Professions (ASCAPAP) and
3'o National Congress of the lndonesian Association of Child and: ':::':, Adolescent Mental Health ( IACAMH ) '
'
Cultural Diversity, Challenging LW Events and Stigma :
##The 9'n Congress of The Asian Society for Child ard
Adolescent Psychiatry and Allied Professions (ASCAPAP) ard3'o National Congress of the lndonesian Association of
Child and Adolescent Mental Health ( IACAMH )
i
Proceeding Book lnternational Conference ASCAPAP & LACAMH
Proceeding BookInternational Seminar
The 9th Congress of The Asian Societyfor Child and Adolescent Psychiatry and Allied Professions1,lSC,lfAf1 & 3rd National Congress of the Indonesian Association of Chtld and Adolescent Mental
Health (IACAMH)
"Culture Diversity, Challenging Life Events and Stigma: Improving Child and Adolescent Quatity ofLtfe"
Indonesian Psychiatric AssociationIn Collaboration with
Indonesian Association of Child and Adolescent Mental Health
ir\.filh. w'.9Ld-f'tr
Tentrem Hotel - Yogyakarta, August24-26,2017
Proceeding Book lnternationalConference ASCAPAP & *trl
The 9th Congress of The Asian Societyfor Child and Adolescent Psychiatry and Allied Professions(ASCAPAP) & 3rd National Congress of the Indonesian Association of Child and Adolescent
Mental Health (IACAMH)
"Culture Diversity, Challenging Life Events and Stigma:Improving Chiht and Adolescent Quality of Lifet'
Proceeding Book International Conference ASCAPAP & LACAMH
to ASCAPAP 2017DatangAP 2017 is designed to bring together all practitioners of child and adolescent mental.health in
which includes the child psychiatrist, psychiatrist, representatives from the allied professions of[ics, psychology, nursing, public health, education, social work and other relevant fields
to improving child mental health global, regional and locally.fteme of congress is " Cultural Diversity, Challenging Live Events, and Stigma: Improving ChildAdolescent Quality of Live".
AP 2017 will allow us to meet each other, learn from a comprehensive scientific program,r and advocate for our research and ideas.
you. come to Indonesia you will enjoy a wide variety of local culture and beautiful naturalfrom the Indonesian's Archipelago.
9th Congress of The Asian Society for Child and Adolescent Psychiatry and Allied ProfessionsAP) will be a joint meeting with the 3rd National Congress of the Indonesian Association of
and Adolescent Mental Health (IACAMH)
Tis easier to build strong children than to repair broken men." (Frederick Douglass)want to go fast, go alone, if you want to go far, go together " (African proverb)
SapufroChairman
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Proceeding Book lnternational Conference ASCAPAP & LACAMH
CONGRESS CHAIRMAN : Dwidjo Saputro
SCIENTIFIC COMMITTEE
-i.:
Chairman
Secretary
Members
il\.\S'
ORGANIZING COMMITTEEChairman
Vice Chairman
Secretary
Treasurer
Funding & Exhibition
Publication & Dokumentasi
Accommodation
: fihin Wiguna
: Fransiska Ifuligis
: Budi Anna KeliatBudi PratitiIkaWidyawatiIndra Laksmi GamayantiJan Prasetyo
n Noorhana S WinarsihRaden Irawati IsmailSasanti YuniarVeranita Pandya
Social & Cultural Programme: AdelineAnggita HapsariHasrini
r
Proceeding Book lnternational Conference ASCAPAP & LACAMH
TABLE OF CONTENTS
0rganizing
I.ECTUREL2. Application of Transcultural Child and Adolescent Psychiatry in Clinical Practice............9
Jan Prasetyo, IndonesiaLl. Autism in Indonesia: Recent Updates ......................11
Melly Budhiman, Indonesia
PLENARYPL.1.1. Religiousity and Spirituality Raising Children
Dwidjo Saputro, lndonesiaPL.l.z. Promoting Resilience of War-Exposed Children and tr'amilies: Experience and Data
from the Fie1d............ ...........................21John Fayyad, Lebanon
PL.1.3 The Influence of Javanese culture towards chitdhood Psychopathology ............ .............23Edith Humris Pleyte, Indonesia
PL.z.l Aberrant Behavior among Children with Autism Spectrum Disorder : Common or
1- hin Wiguna, Indone s iaPL.2.2. Assessing Aberrant Behaviour in Clinical Setting......... .............28
Suzy Yusna Dewi, Indonesia
SYMPOSIUMSP.1.1. Conduct and Oppositional Defiant Disorder...... .........................31
Willem de Jong, (MSEN), The NetherlandssP.l.4. Multimodal Ipproach in Managing children with Behavior probtems ......3$"
Veranita Pandia, Indonesia " o:lSP2.1. Collaborative Works Between Parents and Teachers at School: A Positive School
Mental Health ..................44 !Juke R. Siregar, Indonesia
SP.3.1. Infant Depression: Diagnosis and Treatment............... ...............52Ika Widyawati
SP.3.2. Early Recognition, Diagnosis,Interventions for Infants with PervasiveDevelopmental Disorders................... ........................54
Sadaaki Shirataki, JapanSP.3.3. Feeding Difficulties and Disorders among Infant and Young Children: A Brief
Theoretical Review........ ........................59ljhin Wiguna, Indonesia
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Proceeding Book lnternational Conference ASCAPAP & TACAMH
SP.3.4. Infant Mental Health as Worldwide Early Intervention: the Critical Role of Cliniciansin Providing Psychological Interventions for the Infant and Toddler within the FamilyandExtendedSocialNetwork..... .......66Campbell Paul, Australia
SP.4.1. Impact of the Great East Japan Earthquake on Child Mental Health andNeurodevelopment: A Longitudinal Study of Support for Children Born After theDisaster and their Families...... .............68Junko Yagi, Japan
SP.5.3. The Importance of Resiliency as a Protective Factor in Traumatized and Suicidal Youth
Ryan Alvares, USASP.6.2. Teen Pregnancy in the Perspective of an Obstetric-Gynecologist.. ................74,lll AriettaPusponegoro,IndonesiaSPS.4. Delinquency Among Adolescent and Its Related Issues: A Literature Review..................84
K. Maria Poluan, IndonesiaSP.7.1. Autism and Neurodevelopmental Disorders in Bangladesh: Some Issues of Concern......88
Helal Uddin Ahmed, BangladeshSP.7.3. Prevention and Early Intervention of Psychiatric Disorders in Children and Adolescents
Fransiska Kaligis, IndonesiaSP.7.4. Nicotine Use in Adolescents .................96
Hussien Elkholy, EgyptSP. 8.1. Sleep Disorder in Chi1dren................. .....................99
Eva Devita Harmoniati, IndonesiaSP. 8.2. The Mechanisms of Action of Valproate in Bipolar Disorder...... ................104
Theresia Kaunang, IndonesiaSP.9.2. The Effectiveness of Aripiprazole for Tics, Social Adjustment, and Parental Stress in
Children and Adolescents with Touretters Disorder...... ............115WJ Chou, Taiwan
SP.l1.1. Interventions for Children in Conflict Situations: The World Awareness for ChildreninTrauma programme .........................124Panos Vostanis, UK.
SP.11.2. Risk Factors and Prevention Programme on Children with Trauma in Indonesi........l30Suzy Yusna Dewi, Indonesia
SP.l1.3. Play Activities for Children with Violence and Trauma.................,. ...........135Isa Multazam Noor, Indonesia
SP.12.2. Serious Game and Gamification Implementation for (Child and Adolescent) MentalHealth .........142Eko Nugroho, Indonesia
SP.12.3. Comorbidities of Social Media Addiction among Children andAdolescent.. ...................147Surilena Hasan, Indonesia
SP.12.4. Social Media Addiction and Attention Deficit and Hyperactivity Symptoms in HighSchool Students in Bangkok. ..............154Kunya Panichsiri, Thailand
SP.13.4. Sexual Behaviors of Thai Male Students in Bangkok: Prevalence and Associated Factors
Pichaya Poj anapotha, Thailand
Proceeding Book lnternational Conference ASCAPAP & LACAMH
814.1. Neurodevelopmental Markers for Early Psychosis in Adolescent: A BiologicalPerspective. .................160kwan Supriyanto, Indonesia
gFJ4.2. Risk Factor of Early Psychotic in Adolescent................... ..........................165Budi Pratiti, Indonesia
SP.l43. Management of Early Psychosis in Adolescent .................. ................,.......16gCarla R. Marchira, Indonesia
SP.14.4. Early Psychosis in Taiwan: Neuropsychological Studies and Future Directions... ......174Jane Pei-Chen Chang, Chia-Cheng Wu, Taiwan
SP.I5.2. A Sketch of Bullying Behavior among Junior High School Students in Indonesia:A Nowadays Portrait....... ..................193Raden Irawati Ismail, 1-hin Wiguna, Joedo Prihartono, Noorhana S. Winarsih, FransiskaRini Sekartini, Dian Vietara, Albert P. Limawan. Subhan Rio Pamungkas, Indonesia
sP.15.3. Bullying and Psychiatric Problems among Japanese Adolescents ...........199Kaneko Hitoshi, Japan
SP.15.4. Asian and European Study on Bullying...... ......192Ong Say How, Singapore
SP.l6.l.Oxidative Stress in Attention Deficit/Hyperactivity Disorder
Sasanti Juniar, lndonesiaSP.16.2. Interaction of Gene-Environment in Attention Deficit/Hyperactivity Disorder (ADIID)
The Importance from Developmental Perspectives.............. .......................197Yunias Setiawati, Indonesia
SP.16.4. Conduct Disorder: A Review from Central Java........... ......201Gusti Ayu Maharatih, Indonesia
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Proceeding Book lnternational Conference ASCAPAP & LACAMH
SCHEDULEC ultur al div ersity, C h all engin g Events and Stigna: Child und Adolescent QualitY of LW
Workshop 1: Risk Assessment and Intervention ofSuicide amons Adolescent
08:00 - 12:00Willem de JongWorkshop 2: Disturbed Children in School: Trauma and
Attachment Problem in The Classroom
John FayyadWorkshop3: How to combine research andinterventions for traumatized children in developingcountries
Panos VostanisWorkshop 4: Psychosocial Management of Childrenwith Traumatic Experience and Violence in DevelopingCountries
l3:00 - 17:00Campbell Paul
Worlshop 5: Early Infant Mental Health Intervention:Helping Parents and Babies Understand Each Other intheFirst Months of Life: the Newborn Behavioural
Panom Ketumam
Joe NuttornPityaratstianSirirat Ularntinon
Workshop 6: CBT for Children and Adolescents UsingCartoon-Based Workbook
Proceeding Book lnternational Conference ASCAPAP & LACAMH
Time Topics Speaker/lVloderator
fi.00 - 08.00 Registration (Foyer Ballroom)
m.00 - 08.45
Presidential Speech Chin Lee Toh(Malaysia)
m.45 - 09.15
Cultural Diversity, Challenging Life Events and Stigma: Improving Child andAdolescent Quality of Life
Bruno Fulissard(France)
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09.30 - 10.00Critical Roles of Parenting in Promoting Mental Health and Quality of Life of
Asian Children and AdolescentsMichael Hong(South Korea)
10.00 - 10.30The Application ofTrans-cultural Child and Adolescent Psychiafy in Clinical
PracticeJan Prasegto(lndonesia)
10.30-t r.4s
Cultures and Values in Child and Adolescent Mental Health:Threats or Opportunities
Chair: Edith Humries Pleyte
Religiousity and Spirituality in Raising Children
Promoting Resilience of War-Exposed Children and Families: Experience andData from the Field
The Influence ofJavanese Culture towards Childhood Psychopathotogy
Dwidjo Saputro(Indonesia)
John Fayyad(Lebanon) :.
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Etlith Hunris Pi:fiu(Indonesia)
Proceeding Book lnternational Confer*nce ASCAPAP & TACAMH
13.00 - 14.30
fontrs l H$itrrg.dlt Tentrem 2 Ballroom
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Proceeding Book lnternational Conference ASCAPAP & LACAMH
sP.3.3.Feeding Difficulties and Disorders Among Infant and Young Children:
A Brief Theoretical Review
Tjhin WigunaIndonesia
ft dn important process in every human being; it could be the time for family member to share theirqnint of view and also affection. For an infant, feeding process could be a time for playing andig an attachment with their parents or caregivers. Meanwhile, feeding is also part of bonding process1roents and their infant. Therefore, parent - infant relational process seems to be the core issue that
addressed in infant feeding practice. However, the infant feeding practice sometimes does not workbe for example depressed parents might intemrpt the parent - infant bonding and lead to feedingOn the other hand, developmental problems tend to be more challenging for parents in handling
in feeding their infant.
difficulties are major concerned for every parent nowadays worldwide. When parents were askedmre than 50% of mothers claimed that at least one of their children eats poorly.r'2 Another studylhat the proportion of feeding difficulties are estirirated up to 25o/o of normally developing children
ion increased in up to 35% of children with neurodevelopmental disabilities.2 Another studyet a1(2004)3 also revealed that 30%was described by their parents as poor eater as part of their
. Therefore, feeding difficulties can be defined as the inability or refuse to eat certain foodsa broad range of symptoms, from mild (so-called picky eating) to severe (as seen in
Proceeding Book lnternational Conference ASCAPAP &
There are several terms that try to describe this condition such as neophobia (rejection of foods that are
known previously by the child), picky eating (showing a low appetite child with only eat particularfeeding difficulty (a more general term that is used by parents to describe the child feeding problems)-small portion of feeding difficulties that is not managed well lead to feeding disorder and manifest inother physical or psychological problems such as nutritional deficiency, mental health problemsdevelopmental deviant; the age of onset, duration and severity of the feeding problems usuallywith those conditions. Feeding disorders are recognized in the Diagnostic and Statistical Manual ofDisorders, Fifth Edition (DSM-V) and International Statistical Classification of Diseases and RelatedProblems coding systems. Therefore, early recognition and management should be put in caution.5-7
-Identification of feeding difficulties and feeding disorderTt$re is no universal definition of feeding difficulty nowadays. It is a diverse condition with variessytrlptom that can be categorized as spectrum of symptoms such as limited interest on foods (multipledislikes), food refusal partially or totally (withdrawn child), emotional problem during mealtime (excessicrying), unable to self-feeding, low appetite (might seen in active child), fear of feeding (such as
traumatic feeding experience), etc. Several factors have been revealed to explain this condition, but thercno single factor that can be claimed. Health condition, developmental and growth history, andrelationship (such as controlling, indulgent, and neglected parenting style) are factors that associatedfeeding difficulty. Chatoor et al (2004)8 added a condition that was said as 'sensory food aversion';condition is characterized by refusal to eat certain food that related with its' texture, temperature,appearance or smell. Consequently, a thorough clinical evaluation needs to be done includingperception on their kids feeding behaviors' and nutritional status, assessment of the child healthdevelopmental history, mealtime and growth history, and review of child's eating behavior, may assist
recognize the occurrence and the degree ofseverity ofa feeding problem.
A limited case of unresolved feeding difficulty is said to becoming a feeding disorder. Studies showed25% of children identified by parents to have feeding difficulties, only an estimated l% to 5% that metcriteria of feeding disorder.e'r0 Irene Chatoor (2009)10 categorized several feeding disorders that associwith parents' chief complaints (table l).
_ . P_roceeding Book lnte_rnational Conference ASCAPAP-& LACAMH
. Parents' chief complaints and associated with feeding disorderl0
Shows little hunger andinterest in feeding andwants to play ratherihan eat
A. If presents <6 months old, considers feeding disorder of stateregulation.Diagnostic criteria:a. The infant's feeding difflrculties start in the first few months of life and
should be present for at least 2 weeks.b. The infant has difficulty reaching and maintaining a calm state of
alertness for feeding; he or she is either too sleepy or too agitated and/ordistressed to feed.
c. The infant fails to gain age-appropnate weight or may show loss ofweight.
d. The infant's feeding diffrculties cannot be explained by physical illness.
B. If presents > 6 months old, considers infantile anorexia.Diagnostic criteria:a. The feeding disorder is characterized by the infant's or toddler's refusal
to eat adequate amounts of food for at least I month.b. Onset of the food refusal often occurs during the transition to spoon and
self-feeding, typically between 6 months - 3 years of age.c. The infant or toddler rarely communicates hunger, lack of interest in food
and eating, and would rather play, walk around, or talk than eat.
d. The infant or toddler shows significant growth deficiency (acute and/orihronic malnutrition according to Waterlow et al (1997)'or the child'sweight deviates across two major percentiles in a2 - 6 month period.
Has limited diet of a
few foods
Consistently refusescertain foods or wholefood groups
Consider:l. Sensory food aversions
a. Infant's or child's consistent refusal to eat certain foods withspecific tastes, textures, temperafures, or smells for at lea& 1
+:b. The onset of the food refusal occurs during the introduction'of"new or different type of food that is aversive to the child
c. The child's reactions to aversive foods range from grimacing orspitting out the food to gagging and vomiting.
d. The child is reluctant to try unfamiliar new foods but eats
without difficulty when offered prefened foods.e. Without supplementation, the child demonstrates specific
dietary deficiencies but usually does not show any growthdehciency and may even show any growth deficiency and maybe overweight
f. The food refusal does npt follow a haumatic event to theoropharynx
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Refusal to eat specific foods is not related to food allergies orany other medical illness.
2. Post traumatic feeding disordera. The feeding disorderis characterized by the acute onset of
severe and consistent food refusalb. The onset of the food refusal can occur at any age, from
infancy to adulthoodc. The food refusal follows a traumatic event or repeated
traumatic insults to the oropharynx or gastrointesti-nal tract.d. Consistent refusal to eat manifests in one of the following
ways, depending on the mode of feeding experienced by the
child in association with the traumatic event(s), either bottlefeeding or feeding of solid food
e. Reminders of the traumatic event(s) cause distress as
manifested by one or more of the followingi. Shows anticipatory distress when positioned for
feedingii. Shows intense resistance when approached with
bottle or foodiii. Shows resistahce to swallow food placed in mouth
f. Food refusal poses an acute and/or long-term threat to thechild's nutrition, and gtowth, and threatens the progression
' ofage-appropriate feeding development ofthe child
J. o Refuses to drink from abottle or cup, but eats
5. Refuses most of allfeedings and depends onnasogastric/gastrostomytube feeding
Consider:A. Posttraumatic feeding disorderB. Feeding disorder associated with a concurrent medical condition
6. Refuses to eat somethingone day, but may eat itthe next day
Consider:A. If there are no weight concerns: Oppositional feeding behavior whifi
can be associated with food refusal of toddlers in generalB. Ifthere are weight concerns: Infantile anorexia
,7, o Cries a lot and archesduring feeding
Consider:A. If less than 6 moths old: Feeding disorder of state regulation
62
Tires quickly duringfeeding and eats toolittle
B. Feeding disorder associated with a concurrent medical condition
Consider:If less than 6 moths old: Feeding disorder of state regulation
Gags or vomits before,&ning, or after feedinds
Consider:A. Posthaumatic feeding disorderB. Sensory food aversionC. Feeding disorder associated with a concurrent medical condition
when positionedfu feeding or when
Consider:Posttraumatic feeding disorder
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for feeding difficulties and disorderof feeding difficulty usually involves a multidisciplinary team depending on several basic
such as; (l) mealtime conflicts that triggers family or child frustration or anxiety; (2)I milestones; unexpected delayed oral motor skills development due delayed oral motor
by introducing aged appropriate food; (3) growth retardation because ofimbalance ofnutritionalthat happens due to unresolved feeding problems; (4) swallowing dysfunction that might induce
pneumonia and other illness related with oral aspiration; (5) unresolved parent and childconflict.7 Basic strategies to overcome feeding difficulty can be categorized;iological and environmental changes (all ages)
Although mealtime sets in structured schedule but still refening the demands of infant. No food ordrinks are permitted between scheduled meals. However, if the child is thirsty, water may beoffered for up to 2 h before the next scheduled meal.Time limited for each meal.hovide a quiet place with few distractions during feeding the child (no loud radio or television,m toy$.Character of the feeder should be calm and being positive during the mealtime and should be onefeeder for each meal. -t.Positioned of the child during mealtime should be comfortable antl developmentally approfl,fi-tnie.seat,,forexamples;highchair,ifthechildisabletositindependently.
rules' for children with self-feeding skillsEncouraging the child to self-feed as long as it is possible.I)on't give food as a present or reward.Ilo not play during the mealtime. Avoiding using games to persuade the child to eat. Food shouldbe removed after 10 to 15 minutes if child seems to play with the food without eating.The meal should be terminated if the child throws food in anger.
rules for children with self-feeding skills
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Mealtime rules should be set for each family (for example; remain seated, use silverwarefingers, no ttrowing of food). The rules should flexible based on the child aged. Usually itwith no more than three rules and it can be gradually added depends on how far the childleam appropriate mealtime behavior.Avoid nagging in each meal, therefore mealtime rules should be explained until the childcomply consistently.
o Set up pleasant mealtimes is necessary; communication during mealtimes is importantchildren should be included in active conversations; praise good behaviors that are
each child is a good approach to maintain this good behavior.o The child's behavior needs to be fixed if they often break the mealtime rules. They need to
appropriate behavior, if it is hard for the kids to followed the rules, then we need to evaluatestep in feeding process including the rules, the feeder and the child; in order to findappropriate rules that match with the entire family members. If mealtime rules are broken,child and the feeder should practice the correct behaviors. The third time that the rules are
it should set a disciplinary time-out.o We start to offer an appropriate portion of food base on the child demands; and praise them
time they successfully eat it.o The meal should be removed if the mealtime is over even though the plate hasn't finished
Don't offer any other meal or dessert or snack or milk until the next schedule. If the child nags
other food, let them know to wait and if they get temper, angry or whiny, parents should begive explanation ifpossible and never give up easily.
4. Conflict between parent and child relationship needs to be resolved; for this purpose, we needassess comprehensively those conflicts therefore making a referral to mental health professinecessary. Parents also need continues support and encouraging as they becomes easily frustrated-
ConclusionFeeding difficulty and disorders are major concerns for parents, mental health professional and
due to the effects on growth and development however it could be managed if it is assessed comprehensiTherefore, a complete management should be designed to fit the child ad family needs. Mostlycomprehensive treatrnent included child and adolescent psychiatrist, pediatrician and other mentalprofessionals that related with the infants and young children. The key component is be patient andinclusively.
References:
l. Aarilehto S, Lapinleimu H, Keskinen S, Helenius H, Talvia S, Simell O. Growth, energy intake, andpattem in five-year-old children considered as poor eaters. J Pediatr. 2004;144:363-7Camrth BR, Ziegler PJ, Gordon A, Barr SI. Prevalence of picky eaters among infants and toddlerstheir caregivers' decisions about offering a new food. J Am Diet Assoc. 2004;104: 557-364
3. Wright CM, Parkinson KN, Shipton D, Drewett RF. How do toddler eating problems relate to theirbehavior, food preferences, and growth? Pediatrics. 2007 ;120:e1069 -7 5
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Book International Conference ASCAPAP & TACAMH
B, et al. A practical approach to classiffing and managing feeding difficulties. Pediatrics. 2015;-s3KI, Collins BN, Fisher JO, Davey A. Do infants fed directly from the breast have improvedregulation and slower growth during early childhood compared with infants fed from a bottle?
Behav Nutr Phys Act. 201I;8:89-100I. Feeding disorders in infants and toddlers: diagnosis and treatment. Child Adolesc Psychiatr
N Am. 2002;l I (2): 163-83B, Milano K, Maclean WC, Berall G, Stuart S, Chatoor I. A Practical Approach to Classiffing
ing Feeding Difficulties. Pediatrics. 2015 ;135 :344-53surles J, Ganiban J, Beker L, Paez LM, Kerzner B. Failure to thrive and cognitivet in toddlers with infantile anorexia. Pediatrics. 2004;113:201-12
G, Canals J, Jan6 C, Ballespi S, Vifias F, Domdnech E. Feeding problems in nursery children:and psychosocial factors. Ac ta P a e di atr. 2004 ; 93 : 663-8
L{, Sundelin C. Early feeding problems in an affluent society. I. Categories and clinical signs. ActaScand. 1986;75:37U9I. Diagnosis and treatment of feeding disorders in infants, toddlers, and young children.
: ZeroTo Three; 2009.D, Benoit D. Feeding problems in infancy and early childhood: Identification and. Paediatr Child Health. 1998;l:21-7.
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This certificdte is presented to
Tjhin Wigunaos
SPEAKER
of
The 9'n Congress of The Asian Society for Child and Adolescent Psychiatry and Allied Professions (ASCAPAP) and3'o Nationat Congress of the lndonesian Association of Child and Adolescent Mental Health ( IACAMH )
Culturul Diversity, Challenging Life Events und Stigmu :
.di
IMPROVING CHILD AND ADOLESCENT OUALITY OF LIFEYogyokortc, - lndonesio, 24 - 26 August 2077
I Dl Accreditati on; OL29O I PB I A.4 I 07 / 21rt7Participant: L2 Points :: Speaker: 14 Points :: Moderator: 6 Points :: Cornmittee: 3 Pointsn,/ /{7rrruT