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[Child psychiatry aspects of enuresis nocturna]
1Klinik für Kinder- und Jugendpsychiatrie und -psychotherapie, Universität Köln, Deutschland. Alexander.vongontard@medizin-uni.koeln.de
Insights
Nocturnal enuresis, or bedwetting, can cause emotional distress but is not primarily psychogenic. Symptom-focused alarm therapy can improve self-esteem in children with enuresis.
Area of Science:
- Pediatric psychology
- Child psychiatry
- Behavioral science
Background:
- Nocturnal enuresis is linked to emotional suffering.
- Psychogenic origins for enuresis lack empirical support.
- Behavioral disorders are more prevalent in children with enuresis.
Observation:
- Most children experiencing enuresis are not psychiatrically disturbed.
- Day wetting and secondary nocturnal enuresis show higher rates of behavioral disorders.
- Symptom-oriented therapies, like alarm systems, can be effective.
Findings:
- Alarm therapy can enhance self-concept and self-worth in children with enuresis.
- Play-therapies are beneficial only when co-existing emotional disorders are present.
- A case study highlights the need for hermeneutic approaches alongside empirical methods to understand subjective experiences in enuretic children.
Implications:
- Effective management of nocturnal enuresis requires a nuanced approach.
- Therapeutic strategies should address both behavioral symptoms and emotional well-being.
- Understanding the child's subjective experience is crucial for comprehensive treatment.
Abstract:
Nocturnal enuresis is associated with emotional suffering. Psychoanalytic claims of a psychogenic aetiology are not tenable. The rate of behavioural disorders is significantly higher among wetting children, especially among day wetters and secondary nocturnal enuretics. Still, most wetting children are not psychiatrically disturbed. A symptom-oriented therapy with an alarm can raise the self-concept and feelings of self-worth. Play-therapies are indicated only when emotional disorders co-exist. A case of a sandplay therapy is presented, which demonstrates that in addition to empirical methodology, a hermeneutic approach is needed to understand the child's subjective experience and meaning.
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