Managing bereavement in the classroom: a conspiracy of silence?

The ways in which teachers in British schools manage bereaved children are underreported. This article reports the impact of students' bereavement and their subsequent management in primary and secondary school classrooms in Southeast London. Thirteen school staff working in inner-city schools took part in in-depth interviews that focused on the impact of bereaved children on the school and how teachers responded to these children. All respondents had previously had contact with a local child bereavement service that aims to provide support, advice, and consultancy to children, their parents, and teachers. Interviews were audiotaped, transcribed verbatim, and analyzed using ATLAS-ti. Three main themes were identified from analysis of interview data. Firstly, British society, culture, local communities, and the family were significant influences in these teachers' involvement with bereaved students. Secondly, school staff managed bereaved students through contact with other adults and using practical classroom measures such as "time out" cards and contact books. Lastly, teachers felt they had to be strong, even when they were distressed.Surprise was expressed at the mature reaction of secondary school students to deaths of others. The article recommends that future research needs to concentrate on finding the most effective way of supporting routinely bereaved children, their families, and teachers.     

MANAGING BEREAVEMENT IN THE CLASSROOM: A CONSPIRACY OF SILENCE?

The ways in which teachers in British schools manage bereaved children are underreported. This article reports the impact of students' bereavement and their subsequent management in primary and secondary school classrooms in Southeast London. Thirteen school staff working in inner-city schools took part in in-depth interviews that focused on the impact of bereaved children on the school and how teachers responded to these children. All respondents had previously had contact with a local child bereavement service that aims to provide support, advice, and consultancy to children, their parents, and teachers. Interviews were audiotaped, transcribed verbatim, and analyzed using ATLAS-ti. Three main themes were identified from analysis of interview data. Firstly, British society, culture, local communities, and the family were significant influences in these teachers' involvement with bereaved students. Secondly, school staff managed bereaved students through contact with other adults and using practical classroom measures such as "time out" cards and contact books. Lastly, teachers felt they had to be strong, even when they were distressed.Surprise was expressed at the mature reaction of secondary school students to deaths of others. The article recommends that future research needs to concentrate on finding the most effective way of supporting routinely bereaved children, their families, and teachers.     

The experiences of school nurses caring for students receiving continuous subcutaneous insulin infusion therapy.

Diabetes mellitus is the most common metabolic disorder in childhood. Today, children with diabetes are receiving new technologically advanced treatment options, such as continuous subcutaneous insulin infusion (CSII) therapy. School nurses are the primary health caregivers of children with diabetes during school hours. Therefore, it is important to determine their perceptions, resources, and resource needs when caring for students with continuous subcutaneous insulin infusion or insulin pump therapy. This study uses a phenomenological approach to examine the experiences of school nurses caring for students receiving insulin pump therapy. Eleven school nurses were interviewed using semistructured taped interviews. The nurses' responses indicated that they were "scared" when first caring for students with continuous subcutaneous insulin infusion therapy. However, they were able to work through their fear by using their resources and gaining more knowledge and hands-on experience with insulin pumps. The data also revealed that school nurses who were able to learn the language of continuous subcutaneous insulin infusion therapy and successfully deal with pump problems developed trusting and knowing relationships with students, teachers, and parents.     

School nursing in an underserved multiethnic Asian community: experiences and outcomes

Based on an Asian faculty's previous work, University of South Alabama College of Nursing conducted a project targeting the Asian population in Bayou La Batre, Alabama. The Helene Fuld Health Trust, HSBC, Trustee funded the project to demonstrate effective models for involving nursing students and faculty members in community-based practice. This project provided health services and developed educational programs for this underserved population. To facilitate entry into the Asian community, the College established clinical sites at 2 schools in Bayou La Batre that had the highest concentration of Asians in Mobile County's public school system. The purpose of the project was to develop a new curriculum, to involve nursing students in community-based practice, and to provide health care services in the community. The health services, educational programs, and community instructional activities generated substantial outcomes for the targeted population as well as nursing students. Nursing students learned to assess aggregates, plan, and evaluate interventions. The learning outcomes of the nursing students were evaluated using objectives developed in accordance with Bloom's (1956) Taxonomy. The project not only complemented and expanded existing school health services and programs but also filled the void in some health service and program areas. Preliminary evaluation of the project revealed overwhelmingly positive feedback from both the nursing students and Bayou La Batre school teachers. This article also explores the implications of the newly issued "National Standards for Culturally and Linguistically Appropriate Services in Health Care" for nursing education in the contexts of the Census 2000 and the megatrend of globalization.     

"Operation Sick Bay": an opportunity for community service learning.

"Operation Sick Bay" was the inspiration of the 3 full-time nurses at Framingham High School, which has a population of 1,800 students and 300 teachers and staff. The primary focus of Operation Sick Bay was to create a health services environment conductive to learning about health and illness, developing lifetime skills in self-help and self-care, providing a restful atmosphere, and involving students and staff in taking pride in their school health services center. The "sick bays" are small units with privacy curtain closures used for students who need to lie down because of illness. There are 3 bays for female students and 3 for male students. Instead of the usual cream-colored walls, the project provided the opportunity to create a colorful environment designed to provide health information to students.     

DIFFERENCES IN DYNAMIC BALANCE SCORES IN ONE SPORT VERSUS MULTIPLE SPORT HIGH SCHOOL ATHLETES

Purpose/Background:

Researchers have previously reported on the importance of dynamic balance in assessing an individual''s risk for injury during sport. However, to date there is no research on whether multiple sport participation affects dynamic balance ability. Therefore, the purpose of this study was to determine if there was a difference in dynamic balance scores in high school athletes that competed in one sport only as compared athletes who competed in multiple sports, as tested by the Lower Quarter Y Balance Test (YBT-LQ).

Methods:

Ninety-two high school athletes who participated in one sport were matched, by age, gender and sport played, to athletes who participated in the same sport as well as additional sports. All individuals were assessed using the YBT-LQ to examine differences in composite reach score and reach direction asymmetry between single sport and multiple sport athletes. The greatest reach distance of three trials in each reach direction for right and left lower-extremities was normalized by limb length and used for analysis. A two-way ANOVA (gender x number of sports played) was used to statistically analyze the variables in the study.

Results:

No significant interactions or main effects related to number of sports played were observed for any YBT-LQ score (p>0.05). Male athletes exhibited significantly greater normalized reach values for the posteromedial, posterolateral, and composite reach while also exhibiting a larger anterior reach difference when compared to the females. Athletes who participated in multiple sports had similar performances on the YBT-LQ when compared to athletes who participated in a single sport.

Conclusions:

The findings of this study suggest that the number of sports played by a high school athlete does not need to be controlled for when evaluating dynamic balance with the YBT-LQ.     

Students with disabilities: a national survey of participation in school activities

Introduction: The policies of integration and full inclusion in school activities have been enacted to promote the independence and social participation of students with disabilities. This study examined the nature and extent of participation in schools by students with disabilities in the context of the physical, social and psychological features of the school environment. Method: A national survey was completed by 1180 teachers of students with disabilities in the US describing student participation in school activities encompassing involvement in social activities, sports, academic and artistic/creative endeavours. Results/Conclusions: Multivariate analysis revealed that school life in elementary, middle and high school could be defined by six distinct factors describing individual and group roles. Structural equation modelling yielded a second order latent variable that captured the complex and multi-dimensional aspect of participation, accounting for availability, eligibility, student characteristics/status, and student choice within a larger framework of participation.     

Students with disabilities: a national survey of participation in school activities

Introduction: The policies of integration and full inclusion in school activities have been enacted to promote the independence and social participation of students with disabilities. This study examined the nature and extent of participation in schools by students with disabilities in the context of the physical, social and psychological features of the school environment. Method: A national survey was completed by 1180 teachers of students with disabilities in the US describing student participation in school activities encompassing involvement in social activities, sports, academic and artistic/creative endeavours. Results/Conclusions: Multivariate analysis revealed that school life in elementary, middle and high school could be defined by six distinct factors describing individual and group roles. Structural equation modelling yielded a second order latent variable that captured the complex and multi-dimensional aspect of participation, accounting for availability, eligibility, student characteristics/status, and student choice within a larger framework of participation.     

Head injuries related to sports and recreation activities in school‐age children and adolescents: Data from a referral centre in Victoria,Australia

Objectives: Head injuries (HI) in children are common and even mild HI can lead to ongoing cognitive and behavioural changes. We set out to determine the causes of sport‐related HI in school‐age children presenting to a large urban ED as a basis for future interventions. Method: Identification and medical record review of all sport‐related HI in children aged 6–16 years at a tertiary children's hospital ED in Victoria, Australia, over a 1 year period. Information was collected on demographics, injury variables and radiology findings. HI were classified as mild, moderate and severe based on GCS and radiography reports. Results: Over 12 months there were 406 HI in school‐age children. Seventy per cent were male. A large number of HI (129; 33%) were related to sports. Of these, most were classified as mild and 13% were classified as moderate or severe. Among a range of sports, Australian Rules football was associated with more than 30% of all HI attributable to a sport and recreation cause. Equestrian activities were the main cause of moderate HI. Conclusion: The present study identified sports as a major cause of HI in the Victorian paediatric emergency setting with Australian Rules football the most commonly involved sport. Further prevention initiatives should consider targeting Australian Rules football and equestrian activities.     

Rehabilitative potentialities and successes of aphasia therapy in children and young people after cerebrotraumatic lesions (author's transl)

Novel verbal and nonverbal therapeutic techniques are described by means of examples. The aphasic clients range from preschool and school children to young people up to the age of 18. Identification and evaluation of main interest areas enabled individualised combinations of therapeutic measure as well as novel play and/or work situations to be developed, which also involved technical devices: animal voice imitation, play telephone, normal telephone, typewriter, electronic pocket calculator, magic screen, keyed instruments (toy piano, etc.). Rhythmically stressed and "sports" speech training (revolving disc, indoor bicycle, "jouk" sport), hydrotherapy, horseback riding, swimming. Age-adapted conversation, storytelling, motivation through joy and success ("circulus hortativus"), music therapy. Even in cases of extremely delayed treatment, advances may be achieved. Special hints: shorthand therapy, pseudo-phenomena, cotherapy, conversion of right-handed to left.     

Development of a skin cancer prevention program.

The Centers for Disease Control and Prevention (CDC) now categorizes skin cancer as epidemic. Nearly 90% of these deadly cancers start from sun exposure during the childhood years. This makes sun exposure in school-age children a serious public health risk, also one that school nurses can address. Solar radiation is now classified as a "known human carcinogen," with ultraviolet rays joining the ranks of other known cancer-causing elements such as tobacco, arsenic, and radon. Sun exposure to unprotected skin results in painful burns, premature aging, cataracts, and weakened immune systems. School nurses can use the new CDC guidelines along with other local and state resources to develop a specific skin cancer prevention program for their schools. They are in a pivotal position to partner with students, parents, administrators, teachers, and coaches to reduce the occurrence of skin cancer in children. The article describes one high school's skin cancer prevention project.     

Mainstream Students’ Attitudes to Possible Inclusion in Unified Sports with Students who have an Intellectual Disability

Background Schools in New Zealand do not normally include students with intellectual disability in their sports programmes. This study examined regular students’ attitudes towards the possible inclusion of students with an intellectual disability in an integrated sports programme within their school. Materials and Methods A total of 170 school students at year 6 (10 years) and year 12 (16 years) at four Auckland schools completed an attitude scale assessing their acceptance of a possible unified sports programme at their school, a test of their knowledge about Special Olympics, and wrote open‐ended comments about unified sports; a subsample at each age level was interviewed. Results Students had positive attitudes towards possible involvement alongside students with an intellectual disability in unified sports. These attitudes were moderated by age and gender, but not knowledge about Special Olympics. Conclusions The strengthening of inclusion and normalization through unified sports would likely have positive peer social acceptance by typical students in New Zealand.     

Teachers' views on curriculum development in health promotion in two Finnish polytechnics

This study describes teachers' views on how to improve the health promotion element in the curricula of two health care polytechnics in Finland. The theoretical background of this study draws on curriculum development in nursing education and how to promote a human- or resource-centred approach in health promotion. The research data were collected by interviewing 10 teachers from both the schools involved in nursing or public health nursing education since August 1997. The data were analysed using content analysis. The findings showed that most of the teachers interviewed were involved in local curriculum development. This work was impeded by lack of time and real commitment, as well as the teachers' desire to protect their own teaching domains. In both polytechnics, they regarded the curriculum mainly as a document guiding their own and students' work. Teachers in one of the polytechnics emphasised the importance of national guidelines in ensuring professional competence, but no one stressed the importance of their school as a regional educational institution. Almost all agreed that health promotion was adequately included in their curriculum. The project "Health for all by year 2000" was taken as the basis for the curriculum in both schools, but some teachers expressed a need for an additional study unit. The findings revealed teachers' traditional views on health promotion in curricula and that there was no evidence of a new approach being adopted.     

Struggling for inclusive education in the North and the South: educators' perceptions on inclusive education in Finland and Zambia

A survey assessed the perceptions of 1350 Zambian teachers and parents and 512 Finnish teachers regarding inclusive education and consequently the best placement for children with different disabilities. On the whole, perceptions varied but were quite critical. On inclusion in general, the regular (also termed "ordinary") Finnish teachers were the most critical group and the Finnish special education teachers the most optimistic. Most respondents felt that inclusive education enhances social justice. However, the pursuit of inclusion in practice, especially the guarantee of good and effective education for all, was seen as problematic. Compared with Finnish respondents, the Zambian respondents preferred a more segregated educational environment for children with different disabilities. Type and severity of disability affected the preferred educational setting and there were clear differences in this regard between the respondents from the two countries. The findings support the idea that educators' attitudes towards inclusion are important in developing inclusive school systems and that inclusive education is best understood as a multidimensional concept that, at the practical level, is highly context-dependent.     

"Covering content" and teaching thinking: deconstructing the additive curriculum

For more than 25 years, reliance on conventional pedagogy has led nurse educators to persistently focus on what students need to learn to enter contemporary practice settings. Therefore, as biomedical and nursing knowledge grows and the health care system in which students will practice becomes increasingly complex, content is persistently added to nursing curricula, while little is taken out. An underlying assumption of this approach is that if important content is "covered," thinking necessarily follows. This study, using Heideggerian hermeneutics, examines the relationship between covering content and thinking by explicating the common experiences of teachers enacting interpretive pedagogies. One of the themes that emerged from this analysis is presented: "Covering Content" and Teaching Thinking: Deconstructing the Additive Curriculum.     

Prevalence of Sport Injuries among Middle School Children and Suggestions for Their Prevention

[Purpose] The purpose of this study was to determine the incidence of injuries of children participating in sports, and to present advice on injury prevention. [Subjects and Methods] The study subjects were 445 children involved in sports with a mean age of 12.74±1.03 years, a mean height of 156.56±10.82 cm, and a mean weight of 45.39±10.29 kg; 52.8% of the study subjects were male, and 47.2% were female. The subjects were surveyed using a questionnaire developed by the author. [Results] The highest incidence of sport injury was in the foot-ankle region, and the lowest incidence was in the hip-femur region. The incidences of injuries to the neck, shoulder, elbow, hand, wrist, superior dorsal region, waist, hip-femur region, knee, and foot-ankle regions weren’t statistically significant. [Conclusion] This study established that children participating in competitive sports are at risk of injury. The causes of injuries were examined to propose preventive measures to minimize their occurrence and severity. It should not be overlooked that injuries can occur more easily among children because their musculoskeletal system is not fully developed, and coaches should be educated in the appropriate training intensities for children.Key words: Children, Sport injuries     

Fundamental thoughts on special education in Lüdenscheid

The City of Lüdenscheid's hospital school considers itself a place of learning and education in accordance with article 1 of the School law of the federal state of Northrhine-Westfalia. The students, as far as their psychophysical condition permits, are educated in groups, on the basis of their home school curricula and following individualized educational plans. Inclusion of all school subjects applicable for the various school types serves to prevent deterioration in student achievement, thus acting as an incentive. Specific activities, i.e. sports, work-related studies, music, arts, psychomotor activities, and an activity-focussed programming of school life are designed to make up for understimulation during the hospital stay.     

Deaf and hard of Hearing Students’ Opportunities for Learning in a Regular Secondary School in Chile: Teacher Practices and Beliefs

This study aimed to analyze the learning context of deaf and hard of hearing (D/HH) students in a Chilean high school, in which 50 D/HH students (7th to 12th grade) attend classes together with hearing classmates. Semi-structured interviews were conducted with seven high school teachers and five deaf education teachers, to explore their practices and beliefs regarding teaching D/HH students in regular classrooms. Ten classroom observations were also carried out in classes with and without the presence of a deaf education teacher. Interview data were analyzed using qualitative content analysis. Class observations enabled a better understanding of the context in which D/HH students and their teachers interact daily. Results from interview analysis provided information of teachers’ beliefs about D/HH students; regular teachers and deaf education teachers’ perceptions of the roles they play in students’ learning; accommodations made for D/HH students; and facilitators and barriers for teaching in classes with D/HH students. High school teachers’ report of their difficulties to teach D/HH students and their need to rely on deaf education teachers in the classroom was corroborated by classroom observations, which showed that most D/HH students were unable to follow the class in absence of special teacher’s support, and regular teachers had problems communicating with them. D/HH students’ opportunities for learning are highly restricted in such environment. Implications for educational inclusion policies and teacher preparation programs are discussed.     

Beyond barriers: The challenge of cultural diversity for nurse academics in the Australian context

In spite of the increasing significance of cultural diversity for nursing, some Australian nurse teachers are not well prepared for the challenges they face, nor have nursing curricula been re-conceptualized to meet the changing needs of society and more specifically nursing students.Although numerous teaching and learning programmes for inclusion of diversity are reported in the literature, both within Australia and overseas, there appears to be little commitment to the adoption of a more fundamental change in curricula and teaching and learning practices. In particular there appears to be little attention to how teachers negotiate meaningful social dynamics within multicultural learning contexts.This article reports on the findings of a study carried out across two Schools of Nursing in Australia. The purpose of the study was to explore why schools have been reluctant to move to more culturally diverse models of teaching and learning. This paper reports on the findings of focus groups with teachers about their experiences of teaching in the context of cultural diversity.Study findings explore teachers’ perceptions of cultural diversity and its impact on teaching and learning nursing. Teachers reported a range of tensions arising from lack of a shared philosophical view about curricula generally, lack of consideration of diversity as a significant issue for both teachers and students, limited perceptions of community as a key driver of curricula and a reluctance to address the difficult and contentious issues arising from diversity in the classroom.