16 extractive question-and-answer pairs built from Childhood Emotional Disorders, published by icmr.gov.in. The source is a 2-page publication. Source-evidenced topics include childhood emotional disorders, standard treatment workflow, suicidal risk, depression, bipolar disorder, anemia, thyroid disturbance, parent interview. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 14 list, 1 relationship, 1 summary. 16 of the 16 pairs (100.0%) ask explanatory questions; the remaining 0 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset contains 16 extractive question-and-answer pairs focused on childhood emotional disorders, derived from a publication by icmr.gov.in. The questions address topics such as depression, anxiety, parent-child relationships, and physical conditions that may mimic emotional disorders. Each answer is a direct excerpt from the source document, ensuring traceability. The dataset emphasizes explanatory questions, with detailed context provided for each answer.
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# One-time install: pip install desidata
# Set DD_TOKEN in your environment first (create a free token in Profile & settings).
import desidata
df = desidata.load("www-icmr-gov-in-b97da36ed83f2612c24b37111b862b41")
df.head()First 10 of 18 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What is a characteristic of depression in adolescents? | may have features similar to adult onset depression | • Persistent symptoms of emotional disturbance for several weeks, significantly affecting the child’s life • Unexplained by medical condition such as hypothyroidism • Depression and anxiety symptoms can co-occur • Depression more common in adolescents, may have features similar to adult onset depression ? | 253 | summary | 0.970 | https://www.icmr.gov.in/icmrobject/uploads/STWs/1725952332_psychiatry_childhood_emotional_disorders.pdf | • Persistent symptoms of emotional disturbance for several weeks, significantly affecting the child’s life • Unexplained by medical condition such as hypothyroidism • Depression and anxiety symptoms can co-occur • Depression more common in adolescents, may have features similar to adult onset depression ? | 1 | page=1,block=37 | 0.700 | valid |
| What mental health conditions can occur together in children? | Depression and anxiety symptoms | • Persistent symptoms of emotional disturbance for several weeks, significantly affecting the child’s life • Unexplained by medical condition such as hypothyroidism • Depression and anxiety symptoms can co-occur • Depression more common in adolescents, may have features similar to adult onset depression ? | 167 | relationship | 0.890 | https://www.icmr.gov.in/icmrobject/uploads/STWs/1725952332_psychiatry_childhood_emotional_disorders.pdf | • Persistent symptoms of emotional disturbance for several weeks, significantly affecting the child’s life • Unexplained by medical condition such as hypothyroidism • Depression and anxiety symptoms can co-occur • Depression more common in adolescents, may have features similar to adult onset depression ? | 1 | page=1,block=37 | 0.700 | valid |
| What aspects of a child's home life should be examined? | Home environment, family life and relationships, parenting practices and stressors | • Onset, duration, severity and full range of symptoms • Home environment, family life and relationships, parenting practices and stressors • Information (from paretns and school) about school performance, behavior, school refusal, bullying experiences, peer relations and any recent change | 57 | list | 0.820 | https://www.icmr.gov.in/icmrobject/uploads/STWs/1725952332_psychiatry_childhood_emotional_disorders.pdf | • Onset, duration, severity and full range of symptoms • Home environment, family life and relationships, parenting practices and stressors • Information (from paretns and school) about school performance, behavior, school refusal, bullying experiences, peer relations and any recent change | 1 | page=1,block=7 | 0.700 | valid |
| What aspects of a child's life should be examined to understand their emotional state? | Home environment, family life and relationships, parenting practices and stressors | • Onset, duration, severity and full range of symptoms • Home environment, family life and relationships, parenting practices and stressors • Information (from paretns and school) about school performance, behavior, school refusal, bullying experiences, peer relations and any recent change | 57 | list | 0.820 | https://www.icmr.gov.in/icmrobject/uploads/STWs/1725952332_psychiatry_childhood_emotional_disorders.pdf | • Onset, duration, severity and full range of symptoms • Home environment, family life and relationships, parenting practices and stressors • Information (from paretns and school) about school performance, behavior, school refusal, bullying experiences, peer relations and any recent change | 1 | page=1,block=7 | 0.700 | valid |
| What aspects of parent-child interactions should be examined? | parent-child relations and interactions and any undue punishment or criticism | • Develop rapport • Ask subjective distress (low mood, irritability, sadness, lack of enjoyment of activities, worries, fears, tensions, autonomic symptoms) • Stressful events (loss, death in the family, separation, frightening experiences, traumatic abusive or shocking events, humiliating experiences, bullying in school, academic stress) and interpersonal difficulties • Explore parent-child relations and interactions and any undue punishment or criticism | 382 | list | 0.820 | https://www.icmr.gov.in/icmrobject/uploads/STWs/1725952332_psychiatry_childhood_emotional_disorders.pdf | • Develop rapport • Ask subjective distress (low mood, irritability, sadness, lack of enjoyment of activities, worries, fears, tensions, autonomic symptoms) • Stressful events (loss, death in the family, separation, frightening experiences, traumatic abusive or shocking events, humiliating experiences, bullying in school, academic stress) and interpersonal difficulties • Explore parent-child relations and interactions and any undue punishment or criticism | 1 | page=1,block=9 | ||
| What aspects of parent-child relationships should be explored during an assessment? | parent-child relations and interactions and any undue punishment or criticism | • Develop rapport • Ask subjective distress (low mood, irritability, sadness, lack of enjoyment of activities, worries, fears, tensions, autonomic symptoms) • Stressful events (loss, death in the family, separation, frightening experiences, traumatic abusive or shocking events, humiliating experiences, bullying in school, academic stress) and interpersonal difficulties • Explore parent-child relations and interactions and any undue punishment or criticism | 382 | list | 0.820 | https://www.icmr.gov.in/icmrobject/uploads/STWs/1725952332_psychiatry_childhood_emotional_disorders.pdf | • Develop rapport • Ask subjective distress (low mood, irritability, sadness, lack of enjoyment of activities, worries, fears, tensions, autonomic symptoms) • Stressful events (loss, death in the family, separation, frightening experiences, traumatic abusive or shocking events, humiliating experiences, bullying in school, academic stress) and interpersonal difficulties • Explore parent-child relations and interactions and any undue punishment or criticism | 1 | page=1,block=9 | ||
| What feelings should be explored to assess a child's subjective distress? | low mood, irritability, sadness, lack of enjoyment of activities, worries, fears, tensions, autonomic symptoms | • Develop rapport • Ask subjective distress (low mood, irritability, sadness, lack of enjoyment of activities, worries, fears, tensions, autonomic symptoms) • Stressful events (loss, death in the family, separation, frightening experiences, traumatic abusive or shocking events, humiliating experiences, bullying in school, academic stress) and interpersonal difficulties • Explore parent-child relations and interactions and any undue punishment or criticism | 45 | list | 0.820 | https://www.icmr.gov.in/icmrobject/uploads/STWs/1725952332_psychiatry_childhood_emotional_disorders.pdf | • Develop rapport • Ask subjective distress (low mood, irritability, sadness, lack of enjoyment of activities, worries, fears, tensions, autonomic symptoms) • Stressful events (loss, death in the family, separation, frightening experiences, traumatic abusive or shocking events, humiliating experiences, bullying in school, academic stress) and interpersonal difficulties • Explore parent-child relations and interactions and any undue punishment or criticism | 1 | |||
| What information about a child's school experiences should be collected? | school performance, behavior, school refusal, bullying experiences, peer relations and any recent change | • Onset, duration, severity and full range of symptoms • Home environment, family life and relationships, parenting practices and stressors • Information (from paretns and school) about school performance, behavior, school refusal, bullying experiences, peer relations and any recent change | 186 | list | 0.820 | https://www.icmr.gov.in/icmrobject/uploads/STWs/1725952332_psychiatry_childhood_emotional_disorders.pdf | • Onset, duration, severity and full range of symptoms • Home environment, family life and relationships, parenting practices and stressors • Information (from paretns and school) about school performance, behavior, school refusal, bullying experiences, peer relations and any recent change | 1 | page=1,block=7 | 0.700 | valid |
| What information should be gathered from parents and schools about a child's behavior and experiences? | school performance, behavior, school refusal, bullying experiences, peer relations and any recent change | • Onset, duration, severity and full range of symptoms • Home environment, family life and relationships, parenting practices and stressors • Information (from paretns and school) about school performance, behavior, school refusal, bullying experiences, peer relations and any recent change | 186 | list | 0.820 | https://www.icmr.gov.in/icmrobject/uploads/STWs/1725952332_psychiatry_childhood_emotional_disorders.pdf | • Onset, duration, severity and full range of symptoms • Home environment, family life and relationships, parenting practices and stressors • Information (from paretns and school) about school performance, behavior, school refusal, bullying experiences, peer relations and any recent change | 1 | page=1,block=7 | 0.700 | valid |
| What items are listed under “KEEP A HIGH THRESHOLD FOR INVASIVE PROCEDURES”? | CAUTION • Assessment of suicidal risk and a plan of action is important in children with emotional disorders, especially depression (refer to appropriate STW) • Elicit h/o hypomania/mania in children with moderate to severe depression (consider diagnosis of bipolar disorder) • Physical conditions can cause similar symptoms (anemia and thyroid disturbance) | KEEP A HIGH THRESHOLD FOR INVASIVE PROCEDURES CAUTION • Assessment of suicidal risk and a plan of action is important in children with emotional disorders, especially depression (refer to appropriate STW) • Elicit h/o hypomania/mania in children with moderate to severe depression (consider diagnosis of bipolar disorder) • Physical conditions can cause similar symptoms (anemia and thyroid disturbance) | 46 | list | 0.820 | https://www.icmr.gov.in/icmrobject/uploads/STWs/1725952332_psychiatry_childhood_emotional_disorders.pdf | CAUTION • Assessment of suicidal risk and a plan of action is important in children with emotional disorders, especially depression (refer to appropriate STW) • Elicit h/o hypomania/mania in children with moderate to severe depression (consider diagnosis of bipolar disorder) • Physical conditions can cause similar symptoms (anemia and thyroid disturbance) |
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| 0.700 |
| valid |
| 0.700 |
| valid |
| page=1,block=9 |
| 0.700 |
| valid |
| 1 |
| page=1,block=5 |
| 0.700 |
| valid |