The School Nurse's Role in Vision Screening for the Difficult-to-Test Student

This article discusses the importance of providing vision screening services to students who are difficult-to-test and describes strategies for providing such services. Included in the discussion is an overview of various instruments that may be used to assess visual acuity. One of the instruments, the Parsons Visual Acuity Test, is described in detail as a tool for assessing visual acuity of the difficult-to-test. In addition, a discussion is presented which emphasizes the importance of providing follow-up services to those children who are referred for professional eye examinations. The authors delineate the vital role of the school nurse in assisting the difficult-to-test student to gain necessary vision care services through screening, referral, obtaining appropriate treatment and providing follow-up services.     

Pediatric-Based Assessment Children With School Problems

Twenty-one children with school problems underwent pediatric assessment within a university hospital primary care clinic. Assessment included history-taking facilitated by parent and teacher questionnaires, physical examinations, vision and hearing screening and neurodevelopmental examination. For 11 of the children, psychoeducational assessment was also obtained. Parent and school personnel were interviewed 2 to 6 months following assessment to determine implementation rates for recommendations. Overall, 66% of parent recommendations were implemented, including 72% of medical, 58% of mental health and 64% of educational recommendations. Seventy-two percent of school recommendations were implemented. Interdisciplinary evaluation as compared to pediatric-based assessment alone resulted in a greater number of recommendations generated (p less than .05) and a higher percentage of school recommendations implemented (p less than .01). Implementation rates for school recommendations were greater for young children (p less than .01). This study supports the usefulness of pediatric-based assessments for school problems and documents the advantages of an interdisciplinary approach to such children.     

初中生学习自我控制中的情绪及中介作用

目的 考察574名初中生在学习自我控制过程中的情绪体验及其作用,为开展学生心理健康教育的相关理论研究提供参考.方法 选取北京市、石家庄市、邢台市3所初中学生574名,采用<初中生自我控制情绪量表>、<初中生自我控制认知量表>、<初中生自我控制技能量表>和<初中生自我控制水平问卷>进行调查.结果 学生在学习自控过程中的即时积极情绪、延时消极情绪、延时积极情绪与自控水平呈显著正相关,即时消极情绪与自控水平呈显著负相关;个体的消极情绪体验在自控认知、自控技能和个体的实际自控水平之间起部分中介作用.结论 在培养学生自我控制能力过程中,应重视情绪的作用.     

多学科联合会诊问题分析与改进

多学科联合会诊具有明诊断、定方向、细方案的重要作用。但在实际工作中,也存在管理制度难统一、会诊病种及形式较单一、信息化平台未建立等问题。为提高多学科联合会诊质量,某院组建了管理小组,明确了推进科室,完善了运行机制,搭建了信息化平台,探索建立了更高效的多学科联合会诊模式,为患者提供了更加精准的诊疗方案,提高了诊疗质量。未来将从机制、团队、平台建设等方面进行优化,以使多学科联合会诊模式更加完善。     

家庭环境对学龄儿童行为的影响

目的 探讨家庭环境对学龄儿童行为的影响.方法 采用家庭环境量表中文版和Achenbach's儿童行为量表对苏州地区2187名6～11岁学龄儿童的行为问题及其家庭环境进行调查,并对调查结果进行多元回归和相关性分析.结果 影响男性儿童行为问题的家庭特征包括矛盾性、知识性、组织性、成功性和亲密度,影响女性儿童行为问题的家庭特征包括矛盾性、知识性、亲密度和控制性.家庭环境对学龄儿童行为的影响存在性别差异.结论 为降低学龄儿童行为问题发生率,必须重视家庭环境的作用,并要注意性别差异.     

Parental Satisfaction in the Adoption of Children with Learning Disorders: The Role of Behavior Problems

We sought to determine the extent to which children's behavior problems would mediate the relationship between children's learning disorders and adoption satisfaction using nationally representative data from 1,865 adoptive parents. We found that high levels of behavior problems, operationalized as internalizing and externalizing behaviors, occurred more frequently in children with learning disorders, supporting our mediational model. We concluded that it was the behavior problems, not the learning disorders, that were most problematic for parents. Implications for both pre‐ and postadoption services are highlighted.