Aim: Stress has become an inevitable part of our daily life. Adolescence can be considered one such stage in our life where we experience various stressors. Globally, studies have reported the adolescent stress levels range from 20% to 45%. The objective of this literature review was to identify the common determinants of stress and coping strategies among mid aged adolescents by reviewing observational studies published between the years 2003 and 2013. Methodology: Academic databases including PubMed, PsychInfo, EMBASE, Biomedcentral, and Science Direct were included for the search. STROBE checklist was used to assess the quality of the studies and data extraction. Result: A total of 12 studies were selected for the review for the study design; sample and population; settings; tools used; objectives and the results of the study. Based on our review, it could be reported that adolescents were more concerned about the socioeconomic status of parents, financial conditions, and academic life. The most common coping strategies used by adolescent boys are distraction and relaxation. Contrasting these features, the girls use more avoidance coping, more willing to seek support, resolving conflicts, and the always openly express their emotions. With comparison to boys, girls are kept under a strict supervision and given much less freedom which makes them prone to be more stressed. Conclusion: Focus should be directed to the mental health issues faced by adolescents. Studies addressing the prevalence of stress and interventions to counter the same must be conducted. Both adolescent boys and girls seem to be affected by stress in some way or the other. Supportive care from parents, teachers and health professionals is the need of the hour.

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Context: The present study is about computer assisted learning (CAI) and how it facilitates early math learning in 4-6-year-old children. Aim: Trying to demonstrate how changes in estimation accuracy are a result of different behavioral or action organizations during playing with a numerical board game on a tablet PC. Settings and Design: A pre-posttest design and a training intervention was used. Statistical Analysis Used: In order to measure childrens' estimation accuracy (N = 179), the percent absolute error scores were calculated and compared in a pretest and a posttest. Further, each child's best fitting linear function (R΂lin) was computed in order to find out whether children handled numbers in a linear way. Materials and Methods: A number line estimation task with a 0-10 interval was used in both the pretest and the posttest. For the intervention training, each child received a tablet computer and could play on a digital number line for four 15-min sessions. Children's hand and finger movements were manipulated during instruction in different conditions: Freely jumping or pointing. Results : Children's estimation accuracy increased after playing with the digital number line. However, the way in which behavior was organized during the training period resulted in different accuracy performances. Conclusions: These results show that minor changes in the behavioral system can lead to significantly different learning gains and that numerical knowledge is embodied in the system the child mobilizes.

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Background: Antidepressant drugs, though of great benefit in a range of psychiatric disorders, are associated with a wide range of potential adverse effects. There is growing concern among the healthcare personnel to assess these adverse drug reactions (ADRs) of newer psychotropic drugs, which have an impact on long-term compliance and achieving successful treatment. The present study was thus designed to monitor and analyze the pattern of occurrence of ADRs to antidepressant medications in Outpatient Department (OPD) of a tertiary-care hospital. Materials and Methods: A cross-sectional observational clinical study was carried out in the OPD of Psychiatry in Medical College, Kolkata. A total of 190 patients who received antidepressants were studied. 5-8 consecutive previously diagnosed depression patients attending follow-up per day, were screened for suspected ADRs, 2 days (one male OPD and one female OPD) in a week, over 6 months (October 2013 to March 2014). Adverse event history, medication history and other relevant details were captured in a format as adopted in the Pharmacovigilance Programme of India (PvPI). Causality of ADR was assessed by Naranjo's ADR probability scale. The severity of each reported ADR was assessed using Hartwig and Siegel Scale. All the statistical analysis was done by using SPSS-version 20 (SPSS Inc). Results: A total of 190 patients were screened for the study of which males and females represented 43.68% and 56.31% of the cases respectively. The age-group presenting with maximum depressive problems was found to be 30-39 years. A total of 481 ADRs were noted of which dry mouth was the commonest, closely followed by nausea and tremor. Out of 130 ADRs assessed for causality, 89.23% of the ADR cases, were found to be 'probable', while 10.77% were found to be 'possible'. According to Hartwig and Siegel's Scale 83.99% of the cases were found to be mild, 14.97% moderate and 1.04% severe. Conclusion: The study enables to obtain information on the incidence and pattern of adverse drug reactions associated with antidepressants in the local population thereby reducing its occurrence and protecting the user population from avoidable harm.

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The present review attempts to understand the role of social class disparities in academic achievement domain. The issue of socioeconomic status (SES) and academic achievement gap has been observed from different perspectives. In explaining the phenomena of the academic achievement gap, literature from the observers' viewpoint, indicated toward SES and the individual level factors such as home resource and ability. This undermined actor' perspectives and experiences influenced by macro-level facets eventually shape the subjective belief system of the individual. Thus, the present review concludes that, (a) SES as social structure and individual as agency are not separate, but mutually constituted aspects of society and (b) this aspects of society forming one's identity which operates situationally in a domain of ability and achievement, framed in the comparative context of dominant identity binaries.

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