Sentimental work in the technologized hospital

Abstract Sentiment is frequently involved in work either to get work done efficiently or because of humanistic considerations. This paper explores several questions: Are there different kinds of sentimental work? How is sentimental work carried out? When and where is it done; when not? Who does it? What is its relation to other types of work? When is it likely to be in focus for the workers? When is it visible, when invisible and to whom? What are its consequences: for work, staff, client and organization? The illustrative materials used in this paper are taken from research on the impact of technology on medical work in hospitals.     

Understanding and defining bullying – adolescents’ own views

Background

The negative consequences of peer-victimization on children and adolescents are major public health concerns which have been subjected to extensive research. Given all efforts made to analyze and estimate the social and health consequences of peer-victimization, the adolescents’ own experiences and understandings have had surprisingly little impact on the definition of bullying. Therefore, the aim of the current study is to explore adolescents’ definitions of bullying.

Methods

A questionnaire study (n = 128) and four focus group interviews (n = 21) were conducted among students aged 13 and 15. First, gender and age differences were analyzed with respect to what behaviors are considered bullying (questionnaire data). Second, analysis of what bullying is (focus group interviews) was conducted using qualitative content analysis.

Results

The adolescents own understanding and definition of bullying didn’t just include the traditional criteria of repetition and power imbalance, but also a criterion based on the health consequences of bullying. The results showed that a single but hurtful or harmful incident also could be considered bullying irrespective of whether the traditional criteria were fulfilled or not. Further, girls and older students had a more inclusive view of bullying and reported more types of behaviors as bullying compared to boys and younger students.

Conclusions

The results of the current study adds to the existing literature by showing that adolescents consider the victim’s experience of hurt and harm as a criterion for defining bullying and not only as consequences of bullying. This may be of special relevance for the identification and classification of bullying incidents on the internet where devastating consequences have been reported from single incidents and the use of the traditional criteria of intent, repetition and power imbalance may not be as relevant as for traditional bullying. It implies that the traditional criteria included in most definitions of bullying may not fully reflect adolescents’ understanding and definition of bullying. Assessments of bullying behaviors that ask adolescents to strictly adhere to the traditional definition of bullying might not identify all adolescents experiencing peer victimization and therefore not provide estimates of prevalence rates reflecting adolescents’ own understanding of bullying.     

Bullying Prevention: a Summary of the Report of the National Academies of Sciences,Engineering, and Medicine

Long tolerated as a rite of passage into adulthood, bullying is now recognized as a major and preventable public health problem. The consequences of bullying—for those who are bullied, the perpetrators of bullying, and the witnesses—include poor physical health, anxiety, depression, increased risk for suicide, poor school performance, and future delinquent and aggressive behavior. Despite ongoing efforts to address bullying at the law, policy, and programmatic levels, there is still much to learn about the consequences of bullying and the effectiveness of various responses. In 2016, the National Academies of Sciences, Engineering, and Medicine published a report entitled Preventing Bullying Through Science, Policy and Practice, which examined the evidence on bullying, its impact, and responses to date. This article summarizes the report’s key findings and recommendations related to bullying prevention.     

Donne e uomini,autori e vittime di mobbing in Italia: una revisione della letteratura

«Women and men, authors and victims of workplace bullying in Italy: a literature review».Introduction:It is known in literature that women are frequently victims of murder, sexual assault and stalking. It is interesting to investigate the gender characterization when workplace bullying occurs.Objectives:To investigate the phenomenon of workplace bullying and to understand if there are any relevant data about the gender aspects of workplace bullying by reviewing the literature in Italy.Methods:Review of articles on a sample of Italian workers. The research question followed the P.E.C.O. model and the article selection is based on PRISMA statement. Fourteen research strings were applied on: Pubmed, Microsoft Academic e Science Direct. A total of 32 articles were selected.Results:There are few studies in which gender differences on workplace bullying and crimes related are analysed, in some cases it is considered in the research but not in the results section (n=6 articles). In the studies selected women are predominantly victims (n=10 articles), the aggressors instead are usually men (n=2 articles). The attacks suffered by women are frequently discriminations due to family management, children and gender related issues (n=6 articles). Men have the major consequences on mental health if compared to women (n=7 articles).Conclusions:Gender is relevant in the characterization of workplace bullying. There is a need for further investigation focusing on gender differences between perpetrators and victims of workplace bullying offences. A unique evaluation protocol is necessary for evaluating workplace bullying, the crimes linked to it and gender differences, to obtain a more accurate comparability of data.Key words: Workplace bullying, women, men, gender differences, aggressors, victims, crimes     

SUPPORT Tools for evidence-informed health Policymaking (STP) 12: Finding and using research evidence about resource use and costs

This article is part of a series written for people responsible for making decisions about health policies and programmes and for those who support these decision makers.In this article, we address considerations about resource use and costs. The consequences of a policy or programme option for resource use differ from other impacts (both in terms of benefits and harms) in several ways. However, considerations of the consequences of options for resource use are similar to considerations related to other impacts in that policymakers and their staff need to identify important impacts on resource use, acquire and appraise the best available evidence regarding those impacts, and ensure that appropriate monetary values have been applied. We suggest four questions that can be considered when assessing resource use and the cost consequences of an option. These are: 1. What are the most important impacts on resource use? 2. What evidence is there for important impacts on resource use? 3. How confident is it possible to be in the evidence for impacts on resource use? 4. Have the impacts on resource use been valued appropriately in terms of their true costs?     

Exploring the Anti-bullying Role of a Befriending Peer Support Programme: A Case Study within the Primary School Setting in Northern Ireland

Bullying remains a significant issue in the lives of many primary school children in Northern Ireland and elsewhere. Children are now experiencing direct and indirect bullying as well as cyberbullying, all of which can have significant negative consequences for health and well-being that may persist in the long term into adulthood. Many children do not tell of their bullying experience or seek help and support. While bullying has achieved a higher profile on the policy and practice agenda over the past few years, prevalence and incidence rates have improved little. Peer support programmes have increasingly been identified as an important element of whole school approaches to tackling and preventing bullying. It has been suggested that these programmes contribute by building resilience, promoting friendship and challenging negative peer group roles in bullying behaviour. This paper presents a case study that describes the process by which a befriending peer support intervention was developed in a primary school setting in Northern Ireland. The factors contributing to its role in promoting friendship and countering bullying at the school are presented.     

Violence: a priority for public health? (part 2)

Violence continues to grow as a priority for public health practitioners, particularly as its causes and consequences become better understood and the potential roles for public health are better articulated. This article provides the context to "Violence: a glossary (part 1)" published in the last issue of this journal, and updates some of the data, concepts and population approaches presented in the 2002 World report on violence and health. The paper addresses the following questions: What is the magnitude and global burden of injury from violence? What causes violence? Is resilience important? What is the role for public health? What are the key challenges and opportunities? We aim to engage the general reader and to increase understanding of violence as a potentially preventable issue.     

Examining School-Based Bullying Interventions Using Multilevel Discrete Time Hazard Modeling

Although schools have been trying to address bulling by utilizing different approaches that stop or reduce the incidence of bullying, little remains known about what specific intervention strategies are most successful in reducing bullying in the school setting. Using the social-ecological framework, this paper examines school-based disciplinary interventions often used to deliver consequences to deter the reoccurrence of bullying and aggressive behaviors among school-aged children. Data for this study are drawn from the School-Wide Information System (SWIS) with the final analytic sample consisting of 1,221 students in grades K - 12 who received an office disciplinary referral for bullying during the first semester. Using Kaplan-Meier Failure Functions and Multi-level discrete time hazard models, determinants of the probability of a student receiving a second referral over time were examined. Of the seven interventions tested, only Parent-Teacher Conference (AOR?=?0.65, p?相似文献   

Growing Up With a Physical Difference

Although childhood is supposed to be a time of well-being, many of our nation's children have significant, continuing physical health problems that make them distinctly different from their healthy peers As a result, these children face special challenges as they grow up This article explores the implications of growmg up with a physical difference by focusing on four issues Why are physical differences important? To what extent can we appropriately generalize across diagnoses? What are the developmental and familial consequences of chronic health impairments? What can be done to improve the situation? The author discusses developments contributing to a heightened concern for these children and reviews objective data underlymg a noncategorial approach to childhood chronic illness Attention is paid to the consequences of a chronic illness for the child, the family, and the school--and how health care providers can minimize the negative consequences As a whole, the evidence indicates that chronically ill children and their families can be effectively helped within the context of care normally provided.     

Uncovering tensions and capitalizing on synergies in HIV/AIDS and antiviolence programs

Research frequently points to the need to empower women to effectively combat the twin epidemics of HIV/AIDS and gender-based violence. Simultaneously, there has been increased attention given to working with men in gender equality efforts. The latter approach intervenes on masculinities as part of the fight against HIV/AIDS and violence. No research has considered these 2 lines of work side by side to address several important questions: What are the points of overlap, and the tensions and contradictions between these 2 approaches? What are the limitations and unintended consequences of each? We analyzed these 2 parallel research trends and made suggestions for how to capitalize on the synergies that come from bolstering each position with the strengths of the other.     

Price and health policy in Sweden--a critical review.

Price policies for alcoholic beverages have been used as a means of implementing health policy in Sweden since the mid 1950s. The importance of using price policy for other commodities like tobacco and food has occasionally been suggested, but so far never implemented. Actually, during the last two decades, the prices of tobacco and certain foods in Sweden have supported unhealthy behaviour. Consumer prices have increased more than average for healthy products like fish, and less than average for tobacco. This article critically reviews the development of price policy as a means of implementing health policy in Sweden. What has happened? What has not happened? Why? What are the potential effects of price policy? What about future prospects and possible consequences of Swedish integration into European Economic Community? For example, a harmonisation of taxes would entail a significant fall of Swedish alcohol prices of about 50%. This would probably lead to a 25% increase in alcohol consumption accompanied by an increased prevalence of alcohol-related problems in Sweden.     

Traditional Versus Internet Bullying in Junior High School Students

To examine the prevalence of traditional and Internet bullying and the personal, family, and school environment characteristics of perpetrators and victims. Students (12?C14?years old) in 35 junior high schools were randomly selected from the Jerusalem Hebrew (secular and religious) and Arab educational system (n?=?2,610). Students answered an anonymous questionnaire, addressing personal, family, and school characteristics. Traditional bullying and Internet bullying for perpetrators and victims were categorized as either occurring at least sometimes during the school year or not occurring. Twenty-eight percent and 8.9?% of students were perpetrators of traditional and Internet bullying, respectively. The respective proportions of victims were 44.9 and 14.4?%. Traditional bullies presented higher Odds Ratios (ORs) for boys, for students with poor social skills (those who had difficulty in making friends, were influenced by peers in their behavior, or were bored), and for those who had poor communication with their parents. Boys and girls were equally likely to be Internet bullies and to use the Internet for communication and making friends. The OR for Internet bullying victims to be Internet bullying perpetrators was 3.70 (95?% confidence interval 2.47?C5.55). Victims of traditional bullying felt helpless, and victims of traditional and Internet bullying find school to be a frightening place. There was a higher OR of Internet victimization with reports of loneliness. Traditional bully perpetrators present distinctive characteristics, while Internet perpetrators do not. Victims of traditional and Internet bullying feel fear in school. Tailored interventions are needed to address both types of bullying.     

Bullied children: parent and school supports

Family interviews were conducted with 28 7–12-year-old children who had experienced various forms of bullying and relational aggression by their peers, as well as with their parent and with an older sibling. Interviews explored possible supportive strategies of older siblings, parents, and teachers. All bullied children reported negative feelings about their experiences. Boys reported more physical bullying than girls. Bullies of boys were significantly more likely to experience consequences as a result of their behaviours. About half of the parents said that they had contacted the school about the bullying. Specific suggestions are given for how schools together with parents can create a climate that decreases bullying in schools.     

Children's strategies in addressing bullying situations in day care and preschool

Bullying is a common phenomenon in early childhood education. It is also difficult to erase from the classroom activities and it may have long-lasting effects on children. In this article, bullying is studied from the perspective of the victims. Three- to seven-year-old children answered the question ‘another child comes to tease you, what do you do?'. Children's strategies were classified as accommodative, participative, dominant, withdrawn or uncertain [Reunamo, J. T. (2007). Adaptation and agency in early childhood education. European Early Childhood Education Research Journal, 15(3), 365–377]. The classified interview data were inserted to the observation data of children's activities. The participatory strategies for tackling bullying increased with age. The different strategies described in the interview were connected with children's observed action. These tendencies resulting in different kinds of learning are discussed. Both the victims and the bully should get practice with a rich variety of strategies for participation to find more positive strategies for interaction.     

The work of hospitalized patients

Patient's participation in their own care, conceived as work, is the central theme of this paper. A second theme is the patients' work in relation to technology. A third is: the prevalence of chronic illness and how this relates to patients' work in the service of their own care. Data are from a multi-hospital field-research and interviewing study of technology and patient care, carried out in San Francisco and the Bay Area, California. Questions addressed in this paper include the following: What are the sources of patients' work? What types of work do patients do? How does that work relate to courses of illness and the phases? What is the relation of that work to staff work? Under what conditions is the work visible or invisible to staff? Under what conditions is the work appreciated or not by staff? What are some consequences of patient work for staff work, for the management of the courses of illness, and for the patients' own medical and biographical fates? How does patient work at the hospital relate to patient work done at home?     

A system for evaluating the use of media in CDC's National AIDS Information and Education Program.

The National AIDS Information and Education Program (NAIEP) commissioned the National Academy of Sciences to design a prototypical system of research for use in the evaluation of the agency''s media campaign. It consists of four types of evaluation: formative, efficacy, process, and outcome. These types of evaluations are used to answer such questions as the following: What message strategies will work best? Can a campaign under optimal conditions be expected to make a difference? What interventions are actually delivered during the campaign? Has the campaign actually had an impact? How NAIEP has used the system and adapted it during 1 year of research activities is outlined, and examples from a variety of other social marketing programs are described.     

The Neglect of Racism as an Ethical Issue in Health Care

Race and racism has been increasingly implicated in known disparities in the health and health care of racial, ethnic and cultural minorities groups. Despite the obvious ethical implications of this observation, racism as an ethical issue per se has been relatively neglected in health care ethics discourse. In this paper consideration is given to addressing the following questions: What is it about racism and racial disparities in health and health care that these command our special moral scrutiny? Why has racism per se tended to be poorly addressed as an ethical issue in health care ethics discourse? And why, if at all, must racism be addressed as an ethical issue in addition to its positioning as a social, political, cultural and legal issue? It is suggested that unless racism is reframed and redressed as a pre-eminent ethical issue by health service providers, its otherwise preventable harmful consequences will remain difficult to identify, anticipate, prevent, manage, and remedy.     

Cost-effectiveness: euros per QALY is not enough

The number of economic evaluations being published in scientific literature each year is increasing exponentially. Cost-effectiveness seems to be playing an increasing role in decisions about reimbursement or the implementation of curative or preventive interventions. A cost-effectiveness ratio represents the fraction between the costs and effects that are associated with an intervention. What costs are included in the numerator of the fraction? What assumptions on effectiveness and reach are made to express the denominator? Various examples have shown that small differences in assumptions can have significant consequences for the cost-effectiveness ratio. This holds true for presumptions on the long-term effects of an intervention as well as the willingness to participate in an intervention. Such assumptions and choices can sometimes highly determine the outcome of a cost-effectiveness analysis. For this reason, caution in interpreting results of cost-effectiveness analyses is warranted.     

Peer bullying in seniors’ subsidised apartment communities in Saskatoon,Canada: participatory research

Given that ‘home’ is the major physical‐spatial environment of many older adults and that home, social and neighbourhood environments are well‐recognised to impact both the ability to age in place and quality of life in this population, a better understanding of the nature of social interactions within seniors’ communal living environments is critical for health promotion. This paper describes a two‐phase participatory research study examining peer bullying by older adults conducted in April and May, 2016. Responding to needs expressed by tenants, the objectives of this study were to identify the nature, prevalence and consequences of peer bullying for tenants of two low‐income senior apartment communities. In collaboration with the local Older Adult Abuse Task Force, a screening survey on bullying was distributed to all tenants. Findings (n = 49) indicated that 39% of tenants had witnessed peer bullying and 29% had experienced bullying by peers. An adapted version of a youth bullying survey was administered in follow‐up face‐to‐face interviews with 13 tenants. The most common forms of peer bullying were deliberate social exclusion and hurtful comments. The majority of respondents indicated that bullying was a problem for seniors and that bullies hurt other people. Outcomes of bullying included feelings of dejection and difficulties conducting everyday activities.     

SUPPORT Tools for evidence-informed health Policymaking (STP) 5: Using research evidence to frame options to address a problem

This article is part of a series written for people responsible for making decisions about health policies and programmes and for those who support these decision makers.Policymakers and those supporting them may find themselves in one or more of the following three situations that will require them to characterise the costs and consequences of options to address a problem. These are: 1. A decision has already been taken and their role is to maximise the benefits of an option, minimise its harms, optimise the impacts achieved for the money spent, and (if there is substantial uncertainty about the likely costs and consequences of the option) to design a monitoring and evaluation plan, 2. A policymaking process is already underway and their role is to assess the options presented to them, or 3. A policymaking process has not yet begun and their role is therefore to identify options, characterise the costs and consequences of these options, and look for windows of opportunity in which to act. In situations like these, research evidence, particularly about benefits, harms, and costs, can help to inform whether an option can be considered viable. In this article, we suggest six questions that can be used to guide those involved in identifying policy and programme options to address a high-priority problem, and to characterise the costs and consequences of these options. These are: 1. Has an appropriate set of options been identified to address a problem? 2. What benefits are important to those who will be affected and which benefits are likely to be achieved with each option? 3. What harms are important to those who will be affected and which harms are likely to arise with each option? 4. What are the local costs of each option and is there local evidence about their cost-effectiveness? 5. What adaptations might be made to any given option and could they alter its benefits, harms and costs? 6. Which stakeholder views and experiences might influence an option's acceptability and its benefits, harms, and costs?