Preference awareness education as stress management training for academic staff

This paper describes a response directed stress management intervention (SMI) in the form of a Jungian based preference awareness education (PAE). It uses the Insights System of personality types to increase awareness of behaviour and communication preferences of self and different others. Eighteen self‐recruited academic employees participated for 7 weeks and received feedback about work preferences and personality type. The aim was to reduce perceptions of stress and interpersonal stress and to increase feelings of job satisfaction and interpersonal satisfaction. The data were analysed using two‐tailed t‐tests. No significant findings were observed for the total sample after training, however, interesting results were found for certain sub‐sample groups. Extravert‐thinking types, reported decreased stress levels (p > 0.018), and participants suffering high stress/interpersonal stress pre‐PAE, reported decreased stress levels (p > 0.010–0.018). Participants suffering low job/interpersonal satisfaction pre‐PAE, reported increased job satisfaction (p > 0.015–0.016). These results suggest that individuals who report high levels of stress and dissatisfaction are most likely to benefit from this type of intervention. Future PAE research might: (a) use pilot studies to meet the intervention preferences of employees that are reluctant to participate in SMIs; (b) include a wait‐list control group; use: (c) a follow up education/measures; (d) and organizational level (stressor directed) SMIs at the same time as response directed initiatives. Copyright © 2005 John Wiley & Sons, Ltd.     

The relationship between compulsive behaviour and academic achievement across the three genetic subtypes of Prader–Willi syndrome

Background Prader–Willi syndrome (PWS) is a genetic syndrome associated with several physical, cognitive and behavioural characteristics. For many individuals with this syndrome, compulsive behaviour is often noted in both food and non‐food situations. The focus of this paper is on the non‐food‐related compulsions in individuals with PWS and comparing differences across the three genetic subtypes of the syndrome. Methods Compulsive behaviours in 73 people with PWS were assessed using the Yale‐Brown Obsessive Compulsive Scale and the Compulsive Behavior Checklist. Compulsive behaviour and its relation to IQ and academic achievement also were evaluated. Phenotypic differences were characterized for the three most common genetic subtypes of the disorder: 16 individuals with the long Type I (TI) 15q deletion, 26 individuals with the short Type II (TII) 15q deletion and 31 individuals with maternal disomy 15. Results There appeared to be important differences between the two deletion subtypes. Specifically, individuals with the TI deletion had more compulsions regarding personal cleanliness (i.e. excessive bathing/grooming), and their compulsions were more difficult to interrupt and interfered with social activities more than the other subtypes. Individuals with the TII deletion were more likely to have compulsions related to specific academic areas (i.e. rereading, erasing answers and counting objects or numbers). Conclusions These findings may help clinicians and researchers identify possible intervention strategies and supports based on the behavioural phenotype associated with genetic subtype in individuals with PWS.     

高中生应对方式及其与学业成绩的关系

目的:探讨高中生面对挫折和烦恼时应对方式的特点及其与学业成绩的关系。方法:以中学生应对方式评定问卷对649名高中生进行了调查。结果:女生比男生更倾向于采用发泄(因子均分2.4±0.7/2.7±0.7,F=23.32,P<0.01)和忍耐(3.2±0.7/3.0±0.8,F=5.08,P<0.05),而男生更倾向于采用幻想(2.4±0.9/2.1±0.8, F=15.52,P<0.01);重点中学比普通中学的高中生更多采用问题解决(3.3±0.6/3.1±0.7,F=20.85,P<0.011幻想(2.4±0.9/2.1±0.9,F=12.87,P<0.01)、退避(2.9±0.6/2.8±0.6,F=7.04,P<0.01)应对;来自城市和农村的高中生应对方式差异不显著;和睦安宁家庭气氛中的高中生采用问题解决应对显著多于偶尔争吵和经常争吵家庭中的高中生;民主型教养方式下的高中生比放任型教养方式的学生更多采用问题解决应对,权威型教养方式家庭中的高中生比民主型教养方式家庭中的高中生更多采用幻想应对。结论:高中生的应对方式存在性别差异。不同家庭气氛和不同教养方式以及学生在学业上的地位对应对方式也有一定影响,但城乡差别不明显。     

Neuropsychological Deficit and Academic Performance in Children and Adolescents Following Traumatic Brain Injury

Evaluated the utility of neuropsychological testing in predictingacademic outcome in children 1 year following traumatic braininjury (TBI). Fifty-one schoolage children who were admittedto hospital after TBI were assessed with a battery of neuropsychologicalmeasures at 3 months postinjury. Academic achievement was assessedat 3 and 12 months postinjury. The neuropsychological batteryincluded intelligence testing and measures of memory, learning,and speed of information processing. Academic outcome was assessedin terms of post-TBI changes in reading, spelling, and arithmetic;changes in teacher ratings of school performance; and changein school placement. According to logistic regression analysis,change in placement from regular to special education at 1-yearpost-TBI was predicted by injury severity and by neuropsychologicalperformance at 3 months post-TBI. Findings suggest that neuropsychologicaltesting is useful in identifying children with special educationalneeds subsequent to TBI.     

Universal School Meals and Associations with Student Participation,Attendance, Academic Performance,Diet Quality,Food Security,and Body Mass Index: A Systematic Review

The school environment plays an important role in children’s diets and overall health, and policies for universal free school meals have the potential to contribute to positive child health outcomes. This systematic review evaluates studies examining the association between universal free school meals and students’ school meal participation rates, diets, attendance, academic performance, and Body Mass Index (BMI), as well as school finances. The search was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). A search for studies published in economically developed countries published through December 2020 was performed in PubMed, Education Resources Information Center (ERIC), Thomson Reuters’ Web of Science, and Academic Search Ultimate, followed by examining the references in the resultant literature. A total of 47 studies were identified and the Newcastle-Ottawa Scale (NOS) was applied to assess bias. Nearly all studies examining universal free school meals found positive associations with school meal participation. Most studies examining universal free school meals that included free lunch found positive associations with diet quality, food security, and academic performance; however, the findings of studies examining only universal free breakfast were mixed. Research findings were similarly mixed when examining attendance as an outcome. Concerns about adverse outcomes on student BMI were not supported by the literature; in fact, several studies detected a potentially protective effect of universal free school meals on BMI. Research examining the impact of universal free meals on school finances was limited, but suggest that lower-income school districts in the U.S. may have positive financial outcomes from participation in universal free school meal provisions. Additionally, providing free meals to students may be associated with improved household incomes, particularly among lower-income families with children. Further research is needed to examine the financial implications of universal free meals for both school districts and families. Overall, universal free school meals may have multiple benefits for students and countries should consider universal free school meal provisions with strong nutrition guidelines. (PROSPERO registration: CRD42020221782).     

金子久学术思想探析

探讨了金氏医案中所体现的学术思想,论述了金氏临旆重视阴阳五行、挈中气机要领、把握升降关键、擅调先天后天的治疗特点,阐述了其临床重视四诊合参、炮制遗药注重实效的治学精神和求实作用。     

Behavioural and School Adjustment of 12–13-year old Internationally Adopted Children in Norway: a Research Note

Rutter's scales for parents and teachers were used to assess the behavioural and emotional adjustment of 151 12-13-year old internationally adopted children. Additional questions about school adjustment were added to the teachers' questionnaire. The majority of the adopted children were found to be well adjusted. However, the adopted children were given higher mean scores both for the full scale and on a "hyperactive" subscale than a comparison group of non-adopted children. More adopted than non-adopted children had problems with arithmetic. Adopted boys had higher mean scores than adopted girls on both Rutter scales. Age at adoption was unrelated to outcome.     

A model for faculty mentoring in academic radiology

RATIONALE AND OBJECTIVES: The purpose of this report is to describe the development and implementation of a faculty mentoring program in radiology designed to promote the career development of junior faculty and enhance communication in the department. MATERIALS AND METHODS: The mentoring program was implemented in five stages: organizational readiness, participant recruitment, mentor matching and orientation, implementation, and evaluation. Evaluations were based on Likert scale ratings and qualitative feedback. A retrospective analysis was also conducted of the annual performance reviews of junior faculty in the areas of research, teaching, patient care, and overall performance. RESULTS: An average of 83% (19 of 23) of the junior faculty participated in the pilot phase of the mentoring program. During five rounds of testing, the median rating (1 indicates not important; 10, extremely important) from responding junior faculty was 10 for overall value of individual mentoring meetings; the median rating for the mentors responding was 8.75. Research and academic development were identified as the areas of greatest importance to the faculty. Research and patient care were most improved as assessed by faculty peers during performance reviews. The schedule of semiannual formal mentoring meetings was reported to be optimal. CONCLUSION: The program was implemented to the satisfaction of junior faculty and mentors, and longitudinal performance suggests positive effects. Issues to be contended with include confidentiality and the time needed for mentoring beyond already saturated schedules. Overall, the authors propose that mentoring programs can be an asset to academic radiology departments and a key factor in maintaining their vitality.     

被忽视的中西医汇通大家祝味菊

阐述近代名医祝味菊著作《伤寒质难》中的学术思想,指出其关于中西医汇通方面的思想具有一定的先进性,但尚未引起中医界足够的重视。祝氏以《伤寒论》六经辨证论治为例,指出中医治法的本质为顺应或增强人体的自愈、自调节能力。其中,人体的阳气是人体患感染性疾病时主要的自愈能力,因此祝氏在治疗时重视扶阳,擅用附子等温热药物。此外,祝氏将外感内伤病的中医辨证概括为“五段八纲”。总之,在中西医汇通史上,祝氏作出了极为重要的贡献,对于指导临床思维和中医药的现代研究,具有重要的启示作用。