1337 research outputs found
Sort by
Retrospective evaluation of palliative care in dying pediatric patients
No full textMedical records of dying children at the Children\u27s Hospital of Wisconsin were reviewed to find differences between the amounts of ancillary support services used, the degree of sibling involvement, and to see if pain was controlled in the child during the last 72 hours and the last 12 hours of their life. This was looked at in regard to two groups; those children who received palliative care services, and those children who did not. The results show that there are no significant differences between the two groups regarding ancillary support, sibling involvement, or how if pain was controlled. The results did, however, help the researcher to offer suggestions on what can be done in the future regarding palliative care in dying children
School bullying: comparing level of teacher training on recognition and intervention of bullying vignettes
No full textTeachers play an important role in identifying and intervening in school bullying situations. One purpose of this study was to find out if education on bullying is being presented during formal education. The study compared responses from undergraduate (n = 33) and graduate (n = 70) samples in knowledge about bullying, confidence in handling bullying situations, and choice of interventions. It sought to determine whether students could accurately identify and intervene when different forms of bullying were presented (physical, verbal, and relational). Results showed that 39% of undergraduate students and 50% of graduate students endorsed information on bullying is not being presented. Results showed confidence was correlated to classroom experience and perceived knowledge but not to training. Participants were more accurate in identifying more overt types of bullying. There were no differences between the undergraduate and graduate samples in confidence in handling bullying, knowledge about bullying, or choice of interventions
Effects of gender, ethnicity, and symptom type on teacher perception of attention deficit disorder
No full textAttention Deficit -Hyperactivity Disorder (ADHD) is a condition that is usually manifested in early childhood. Due to the often disruptive nature of the symptomotology it is usually noticed by parents and school staff in preschool or early elementary school. Diagnosis requires relative judgments of various dimensions of behavior, by different people, across different settings. Previous research has suggested common patterns in the referral and diagnosis of ADHD on the basis of gender, symptom type and ethnicity. Considering that most referrals of ADHD come from parents or teachers whose judgments are based on subjective observations in the school or home, the purpose of this study is to investigate possible biases in ADHD identification and referral. Based on prior research, it was hypothesized that ethnically matched teachers will more often rate students of their same ethnicity as in need for evaluation and treatment of ADHD. The second hypothesis was that children exhibiting symptoms of the hyperactivity subtype will more often be seen as in need of referral than those with symptoms of the inattentive subtype. Lastly it was hypothesized that the finding of gender bias toward boys will be replicated. This study used 39 teachers from the greater Milwaukee area teaching at suburban schools. Participants were asked to complete a packet of 12 vignettes developed by the author, each depicting a fictional child exhibiting ADHD symptomotology. The vignettes were specifically designed to systematically vary the three variables of interest: 1) inattention vs. hyperactivity/impulsivity symptoms (3 symptoms of each), 2) gender, and 3) ethnicity (African American, Hispanic or Caucasian). Consistent with prior research using African American and Hispanic students it was found that white teachers rated white children as more likely to have ADHD than African American and Hispanic children with the same symptoms. Teachers rated children with hyperactive symptoms as more likely to have ADHD than children with inattentive symptoms. While girls were not necessarily rated as less likely to have ADHD there was an apparent interaction between gender and the decision to refer for evaluation and treatment
The Troubadour, Issue 107 (May 13, 2009)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1106/thumbnail.jp
The Troubadour, Issue 119 (October 21, 2009)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1118/thumbnail.jp
The Troubadour, Issue 113 (August 13, 2009)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1112/thumbnail.jp
The Troubadour, Issue 95 (February 4, 2009)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1094/thumbnail.jp
The Troubadour, Issue 94 (January 30, 2009)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1093/thumbnail.jp
The Troubadour, Issue 109 (June 18, 2009)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1108/thumbnail.jp
The Troubadour, Issue 105 (April 29, 2009)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1104/thumbnail.jp