Developmental Level (developmental + level)

Distribution by Scientific Domains
Distribution within Medical Sciences


Selected Abstracts


Young children's use of a visual aid: an experimental study of the effectiveness of training

DEVELOPMENTAL MEDICINE & CHILD NEUROLOGY, Issue 6 2009
RALF FA COX PHD
We report an experiment concerning the use of a stand magnifier by young children with visual impairments (21 males, 12 females; mean age 4y 8mo [SD 11mo]). Children had a normative developmental level and a visual acuity of 0.4 or less (,20/50 in Snellen's notation). To measure magnifier use objectively, we developed a task that closely resembled the dynamics of its real-life (pre-reading) use. Children had to follow trails visually, from a start location to an unseen end location. This could only be done successfully and reliably by proper use of the magnifier. In addition to this, we analyzed the effect of specific training with the magnifier by using a repeated-measures (before and after training) matched-groups (with respect to age and near-visual acuity) design. Results established both the task's efficacy as an instrument for measuring magnifier use in young children and the effectiveness of the training. Improvement in task performance after training was found in both groups, except for the youngest children (<3y 6mo). On average, 1.8 times as many paths were followed in both groups after training (p=0.001). The without-magnifier training group became 2.5 times as good at finding the correct end location, whereas the with-magnifier training group became 4.3 times as good (p=0.05). [source]


Observing Purchase-Related Parent,Child Communication in Retail Environments: A Developmental and Socialization Perspective

HUMAN COMMUNICATION RESEARCH, Issue 1 2008
Moniek Buijzen
In a quantitative observation study, we unobtrusively examined purchase-related communication between 0- to 12-year-old children and their parents (N= 269 dyads) during supermarket and toy store visits. The aims of the study were to determine (a) the development of purchase-related parent,child communication (i.e., children's purchase influence attempts, their coercive behavior, parent-initiated communication) and (b) the relative influence of different socialization variables (e.g., television viewing, family communication patterns) on these communication variables. Our inverted-U hypothesis for the effect of developmental level on purchase influence attempts received support: Children's purchase influence attempts increased until early elementary school and started to decline in late elementary school. Our inverted-U hypothesis for the effect of developmental level on coercive behavior was also supported: Children's coercive behavior was highest among preschoolers. With increasing age, children were more likely to be involved in the purchase decision-making process, and parent,child communication more often resulted in a product purchase. Finally, children's television viewing was the most important (positive) predictor of their purchase influence attempts. Résumé L'observation dans des environnements commerciaux de la communication parent-enfant liée à l,achat: Une perspective du développement et de la socialisation Dans une étude quantitative par observation, nous avons discrètement examiné la communication liée à l'achat entre des enfants de 0 à 12 ans et leurs parents (N= 269 dyades) au cours de visites dans des supermarchés et des boutiques de jouets. Les objectifs de l'étude étaient de déterminer a) le développement de la communication parent-enfant liée à l,achat (c.-à-d. les tentatives des enfants d'influencer l,achat, leur comportement coercitif ainsi que la communication initiée par le parent) et b) l'influence relative de différentes variables de socialisation (par exemple l'écoute de la télévision ou les schémas de communication familiaux) sur ces variables communicationnelles. Notre hypothèse en U inversé concernant l,effet du niveau de développement sur les tentatives d'influence d,achat fut appuyée : les tentatives des enfants d'influencer les achats ont augmenté jusqu,au début de l'école élémentaire et ont commencéà décliner à la fin de l'école élémentaire. Notre hypothèse en U inversé supposant des effets du niveau de développement sur le comportement coercitif fut aussi appuyée : le comportement coercitif fut le plus élevé chez les enfants d'âge préscolaire. Plus l'âge augmentait et plus les enfants étaient susceptibles d'être impliqués dans le processus décisionnel d'achat, et la communication parent-enfant résultait plus souvent en l,achat d'un produit. Finalement, l'écoute télévisuelle des enfants était la variable explicative (positive) la plus importante de leurs tentatives d,influence des achats. Abstract Beobachtung von kaufbezogener Elternteil-Kind-Kommunikation in Einzelhandelsumgebungen: Eine Entwicklungs- und Sozialisationsperspektive In einer quantitativen Beobachtungsstudie untersuchten wir verdeckt die kaufbezogene Kommunikation zwischen Kindern (0-12 Jahre) und einem Elternteil (N=269 Dyaden) während ihres Besuchs im Supermarkt oder Spielzeugladen. Ziele der Studie waren: a) die Entwicklung von kaufbezogener Kommunikation zwischen Elternteil und Kind und b) den relativen Einfluss verschiedener Sozialisationsvariablen (z.B. Fernsehnutzung, Familienkommunikationsmuster) auf diese Variablen zu untersuchen. Unsere umgekehrte U-Hypothese bezüglich des Einflusses des Entwicklungsstadiums auf den Grad der Einflussnahmeversuche auf den Kauf wurde gestützt: Die Einflussnahmeversuche nahmen bis zur frühen Grundschulzeit zu und gingen in der späten Grundschulzeit zurück. Unsere umgekehrte U-Hypothese bezüglich des Einflusses des Entwicklungsstadiums auf erzwingendes Verhalten wurde auch bestätigt: erzwingendes Verhalten von Kindern war am stärksten im Vorschulalter. Mit zunehmendem Alter wurden Kinder mehr in Kaufentscheidungsprozesse einbezogenen und die Eltern-Kind-Kommunikation resultierte häufiger im Kauf des Produkts. Letztendlich zeigte sich, dass das Fernsehnutzungsverhalten der Kinder der wichtigste (positive) Prädiktor für Kaufeinflussversuche war. Resumen Observando la Comunicación entre Padres y Niños durante las Compras en los Ambientes de Venta al por Menor: Una Perspectiva de Desarrollo y Socialización En un estudio de observación cuantitativa, examinamos de manera discreta la comunicación relacionada con la compra entre niños de 0- a 12-anos de edad y sus padres (N= 269 dúos) durante sus visitas al supermercado y las tiendas de juguetes. Los propósitos de este estudio fueron determinar (a) el desarrollo de la comunicación entre padres e hijos durante las compras (a saber, los intentos de los niños de influir en la compra, el comportamiento coercitivo, la comunicación iniciada por los padres), y (b) la influencia relativa de las diferentes variables de socialización (a saber, exposición a la televisión, pautas de comunicación familiar) sobre estas variables de comunicación. Nuestra hipótesis U invertida para los efectos del nivel de desarrollo sobre los intentos de influencia de compra recibieron apoyo: Los intentos de los niños de influir en la compra incrementaron hasta antes de la escuela primaria y comenzó a declinar más tarde en la escuela primaria. Nuestra hipótesis U invertida para los efectos del nivel de desarrollo sobre el comportamiento coercitivo recibieron apoyo: El comportamiento coercitivo fue mayor durante la etapa pre-escolar. Con el aumento de la edad, los niños se involucraron más probablemente en el proceso de decisión de compra, y la comunicación padre-hijo resultó más a menudo en la compra de un producto. Finalmente, la exposición de los niños a la televisión fue el vaticinador más importante (positivo) de sus intentos de influencia de compra. ZhaiYao Yo yak [source]


Posttraumatic play in young children exposed to terrorism: An empirical study,

INFANT MENTAL HEALTH JOURNAL, Issue 2 2010
Esther Cohen Dr.
The phenomenon of "posttraumatic play" (PTP) has received much clinical recognition and little empirical support. The objective of this study was to examine various aspects of PTP in young children exposed to terror events and their relation to posttraumatic stress disorder (PTSD). Individual play sessions, conducted with 29 young Israeli children directly exposed to terrorism (M age = 5.47, SD = 1.34) and 25 matched unexposed children (M age = 5.62, SD = 0.87), were coded using the Children's Play Therapy Instrument,Adaptation for Terror Research (CPTI-ATR; S.E. Chazan & E. Cohen, 2003). Analyses using these ratings showed (a) significant differences between the two groups, (b) significant associations with the caregiver's reports on child's exposure, and (c) significant associations with the caregiver's reports on the child's PTSD symptoms. Play activity ratings of predominant negative affects, frequent acting-out/morbid themes, lowered developmental level, and reduced awareness of the child of him- or herself as a player significantly predicted more PTSD symptoms. PTP which included more coping strategies classified as "overwhelmed reexperiencing" and less "reenactment with soothing" was associated with a higher level of PTSD. Play analysis with the CPTI-ATR may be helpful in identifying PTSD in children and also guide the selection of therapeutic techniques. [source]


Applying the Infant-Toddler Social & Emotional Assessment (ITSEA) and Brief-ITSEA in early intervention

INFANT MENTAL HEALTH JOURNAL, Issue 6 2007
Margaret J. Briggs-Gowan
To examine the internal consistency and validity of the Infant-Toddler Social and Emotional Assessment (ITSEA) and Brief-ITSEA (BITSEA) parent-report questionnaires in an early intervention sample. A sociodemographically diverse sample of 192 parents of 11- to 36-month-old children referred to early intervention programs completed surveys containing the ITSEA, BITSEA, and Child Behavior Checklist (CBCL). Parents were interviewed with the Vineland Adaptive Behavior Scales. Evaluators blind to children's status on the ITSEA and BITSEA rated child behavior during developmental assessments. Finally, a subsample of 71 children was administered the Mullen Scales of Early Learning. Findings support the internal consistency of the ITSEA and BITSEA, with the majority of Cronbach's alphas above .70. Supporting validity, ITSEA and BITSEA problem scores correlated significantly with CBCL Internalizing and Externalizing scores (rs=.28 to .78), as well as with observational ratings of problem behaviors on constructs paralleling the ITSEA domains (rs=.21 to .45). In contrast, ITSEA Competence and BITSEA Competence demonstrated moderate negative associations with CBCL scores (rs=,.39 to ,.43). Finally, ITSEA Competence and BITSEA Competence correlated significantly with developmental level on the Mullen, Vineland Socialization, and observational ratings of competence (rs=.25 to .43). Emphasizing the importance of addressing social-emotional issues in early intervention settings, 58.6% of children had high social-emotional/behavioral problems and/or low competence on the ITSEA; 39.8% had high ITSEA Problems and 38.5% had low ITSEA Competence. Results indicate the need to assess social-emotional adjustment in early intervention settings and support the use of the ITSEA and BITSEA for this purpose. [source]


Age Recognition in Adults with Intellectual Disabilities: a Literature Review and an Exploratory Study

JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 3 2000
Dorothy M. Bell
The ability of children to classify accurately their own ages and the ages of others has been the subject of very limited research. However, the literature is largely in agreement on there being progressive increases in skill with chronological age, although there is disagreement on the age at which this ability becomes well developed. The processes look similar in the field of intellectual disabilities, although this area is extremely under-researched. Key factors may include age, the amount of time spent in institutions (e.g. long-term hospitals for people with intellectual disabilities), developmental level and IQ. The present paper provides a review of the relevant literature and an exploratory study investigating the age recognition of self and colleagues in a group of 20 adults with intellectual disability, some from within what has been a major hospital for people with intellectual disabilities and some from the wider community. Measures of age recognition using photographs, as well as standardized measures of intellectual ability and social adaptive behaviour, were administered, and correlations were found between the ability to recognize age in others and developmental age, and also IQ. Success on the task of age discrimination appears to be more likely if the IQ of the individual is around 60,65 or above, and if the person shows social adaptive behaviour equivalent to 8 or 9 years of age and over. Also included in the study was a task in which only the discrimination of whether the photographs were of adults or children was required, and this proved to be a simpler process for the participants. The present study also demonstrates some of the discriminative stimuli used by adults with intellectual disabilities to ascertain the approximate age of a person. [source]


Group Psychotherapy with Children on an Inpatient Unit: The MEGA Group Model

JOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 1 2006
Jay Reeve PhD
TOPIC:,Psychotherapy group intervention with children based on the use of community meeting. PURPOSE:,To describe a model group intervention that is based on developmental level and applicable across a broad spectrum of behavioral and psychiatric disorders. The purpose of this paper is to discuss the development of this model on one inpatient unit, the benefits of the model and implication for future research, including a simple model of the stages of group development. SOURCES:,A review of the literature and the author's experience in the development of a model group intervention. CONCLUSION:,The model is a flexible and broadly applicable one, which may be utilized by a variety of staff, including relatively inexperienced line workers. [source]


The ComFor: an instrument for the indication of augmentative communication in people with autism and intellectual disability

JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 9 2006
I. Noens
Abstract Background The ComFor (Forerunners in Communication) is an instrument to explore underlying competence for augmentative communication. More specifically, it measures perception and sense-making of non-transient forms of communication at the levels of presentation and representation. The target group consists primarily of individuals with autism and intellectual disability (ID) without or with only limited verbal communication. The ComFor is suitable for children and adults with a developmental level between 12 and 60 months. This paper describes the theoretical framework and structure of the ComFor, the results of a study on its psychometric properties and its clinical uses. Method The ComFor was tested on a sample of 623 children and adults from the Netherlands and Flanders: a group with autism and ID (n = 310); a group with ID without autism (n = 174); and a control group of typically developing children (n = 139). Results The data generally support the reliability and validity of the ComFor. Internal consistency, inter-rater and test,retest reliability were found to be good. Construct validity (internal structure, convergent and divergent patterns) was established in different ways. The criterion-related validity has yet to be established, as predictive data are not available at the moment. Conclusion Taken together, the results indicate that the ComFor is a promising instrument to explore underlying competence for augmentative communication. Areas for future research are outlined and the clinical relevance is discussed. [source]


Repetitive and ritualistic behaviour in children with Prader,Willi syndrome and children with autism

JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 2 2006
N. Greaves
Abstract Background Recent research has shown that the range of repetitive behaviour seen in individuals with Prader,Willi syndrome (PWS) extends beyond food-related behaviour. Methods The presence and intensity of repetitive, rigid and routinized behaviour in children with PWS was compared with that seen in children with another neurodevelopmental condition in which repetitive behaviour is common: children with autism. Parents completed the Childhood Routines Inventory (CRI). Results Contrary to our predictions, controlling for developmental level, children with PWS and children with autism showed similar levels of repetitive and ritualistic behaviour overall and on the two CRI factors measuring ,just right' and ,repetitive' behaviour. Indeed, the majority of the sample of parents of children with PWS endorsed most items on the CRI. However there was some specificity at the level of individual items with parents of children with PWS more frequently endorsing an item on ,collecting and storing objects' and parents of children with autism more frequently endorsing ,lining up objects', ,has a strong preference for certain foods' and ,seems aware of detail at home'. Conclusions These findings confirm the range of repetitive behaviours that form part of the behavioural phenotype of PWS, including insistence on sameness and ,just right' behaviours, and uncover a surprising overlap with those seen in children with autism. Clinical management for children with PWS should include advice and education regarding management of repetitive and rigid behaviour. Future research should investigate whether the repetitive behaviours that form part of the behavioural phenotype of both PWS and autism are associated with a common neuropsychological, neurotransmitter or genetic origin. [source]


Adolescents' and Mothers' Understanding of Children's Rights in the Home

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 3 2002
Martin D. Ruck
Adolescents' and mothers' understanding of children's self-determination and nurturance rights was examined in the context of the home. In individual interviews, 141 sixth, eighth, and tenth graders and their mothers responded to hypothetical vignettes in which a child story character wished to exercise a right that conflicted with parental practices. For each vignette, participants were asked to judge whether the story character should have the right in question and to provide a justification for their decision. Generally, eighth and tenth graders were more likely than their mothers to endorse requests for self-determination and less likely than their mothers to support requests for nurturance. Mothers of tenth graders were more likely to support requests for self-determination and less likely to favor adolescents' request for nurturance in the home than were mothers of sixth and eighth graders. In terms of reasoning, adolescents and mothers were more likely to consider the individuals' rights when discussing self-determination situations, whereas nurturance situations elicited responses pertaining to participants' understanding of familial roles and relationships. Furthermore, mothers' reasoning about childrenÃ,s rights reflected sensitivity to the developmental level of their children. The findings are discussed in terms of previous research on the development of children's understanding of rights and adolescent autonomy. [source]


The State of the Debate About Children's Disclosure Patterns in Child Sexual Abuse Cases

JUVENILE AND FAMILY COURT JOURNAL, Issue 1 2006
ERNA OLAFSON
ABSTRACT In current research studies about the disclosure patterns of sexually abused children, experts agree that most victims delay disclosure for years, often until adulthood. Researchers disagree about disclosure rates and recantation rates among children during formal interviews. Studies of children who had not previously disclosed but are known through corroborative evidence to have been sexually abused show lower rates of disclosure than do studies of children who had disclosed prior to the formal interview. Gradual disclosures among children are common, and more than a single interview may be necessary in some cases. Prior disclosure, level of support by non-offending parents, developmental level, and relationship to perpetrator affect children's rates of disclosure and their disclosure patterns. More research is necessary to clarify children's post-disclosure recantation rates and predictors. [source]


Reflection and moral maturity in a nurse's caring practice: a critical perspective

NURSING PHILOSOPHY, Issue 3 2010
Jane Sumner PhD
Abstract The likelihood of nurse reflection is examined from the theoretical perspectives of Habermas' Theory of Communicative Action and Moral Action and Sumner's Moral Construct of Caring in Nursing as Communicative Action, through a critical social theory lens. The argument is made that until the nurse reaches the developmental level of post-conventional moral maturity and/or Benner's Stage 5: expert, he or she is not capable of being inwardly directed reflective on self. The three developmental levels of moral maturity and Benner's stages are presented with discussion on whether or not there can be self-reflection because of an innate vulnerability that leads to self-protective behaviours. It is only when the confidence from mastery of practice has been achieved can the nurse be comfortable with reflection that enables him or her to become enlightened, emancipated, and empowered. The influences and constraints of the knowledge power between nurse and patient are acknowledged. The power hierarchy of the institution is recognized as constraining. [source]


St John's Wort treating patients with autistic disorder

PHYTOTHERAPY RESEARCH, Issue 11 2009
Helmut Niederhofer
Abstract Problems of eye contact and expressive language limit the effectiveness of educational and behavioral interventions in patients suffering from pervasive developmental disorders. For that reason, additive psychopharmacological interventions are sometimes needed to improve symptomatology. In our preliminary open trial, three male patients with autistic disorder, diagnosed by ICD-10 criteria, completed an open trial of St John's Wort. Subjects were included in the study if their eye contact and expressive language was inadaequate for their developmental level and if they had not tolerated or responded to other psychopharmacologic treatments (methylphenidate, clonidine or desipramine). Parent and mentor ratings on the Aberrant Behavior Checklist, irritability, stereotypy, and inappropriate speech factors improved slightly during treatment with St John's Wort. Clinician ratings (Psychiatric Rating Scale Autism, Anger and Speech Deviance factors; Global Assessment Scale; Clinical Global Impressions efficacy) did not improve significantly. St John's Wort was only modestly effective in the short-term treatment of irritability in some patients with autistic disorder. Copyright © 2009 John Wiley & Sons, Ltd. [source]


Practitioner Review: Computerized assessment of neuropsychological function in children: clinical and research applications of the Cambridge Neuropsychological Testing Automated Battery (CANTAB)

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2003
Monica Luciana
Background: Computers have been used for a number of years in neuropsychological assessment to facilitate the scoring, interpretation, and administration of a variety of commonly used tests. There has been recent interest in applying computerized technology to pediatric neuropsychological assessment, which poses unique demands based on the need to interpret performance relative to the child's developmental level. Findings: However, pediatric neuropsychologists have tended to implement computers in the scoring, but not administration, of tests. This trend is changing based on the work of experimental neuropsychologists who frequently combine data obtained from test batteries with lesion or neuroimaging data allowing descriptions of brain,behavior relations to be made with increasing confidence. One such battery is the Cambridge Neuropsychological Testing Automated Battery (CANTAB), and current studies in which the CANTAB has been used to measure executive functions in children are reviewed. Conclusions: Computerized batteries of this type can record aspects of performance that are difficult for psychometrists to achieve, and these may reflect activity in developing neural networks with more sensitivity than can be achieved with traditional tests. However, before computerized test administration becomes a routine part of pediatric neuropsychological assessment, several obstacles must be overcome. Despite these limitations, it is concluded that computerized assessment can improve the field by facilitating the collection of normative and clinical data. [source]


Practitioner Review: Psychological Sequelae of Head Injury in Children and Adolescents

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 2 2001
Judith A. Middleton
Many children suffer an injury to the head at some time, but relatively few of these cause major problems. However, in a few cases the sequelae can be far reaching. This review considers how to evaluate the significance of a head injury. Factors to consider are (1) injury variables: cause, severity and type of injury ; (2) child variables: premorbid functioning, age, and developmental level of the child both at injury and at assessment; and (3) the cognitive, behavioural, and emotional problems that may arise. Parental beliefs and knowledge about the injury as well as the overall effect of an injury on the family as a whole are also considered. [source]


Holding on and letting go: developmental anxieties in couples after the birth of a child

INTERNATIONAL JOURNAL OF APPLIED PSYCHOANALYTIC STUDIES, Issue 3 2004
Jenny Berg
Abstract The authors propose a theoretical sequence for the psychological development of couples from narcissistic, autistic-contiguous and paranoid-schizoid levels to depressive position functioning. The authors illustrate their observations with vignettes from couple therapy with a husband and wife who are dealing with the impact of a third on their fragile relationship, initially in the form of their baby, subsequently his lover and lastly the couple therapist. They show how dealing with resistance and transference enables the couple to give up a shared manic defence, grieve together and move along the developmental levels to achieve a more satisfying reality. Copyright © 2004 Whurr Publishers Ltd. [source]


Applying the developmental perspective in the psychiatric assessment and diagnosis of persons with intellectual disability: part II , diagnosis

JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 1 2005
A. Dosen
Abstract Background The descriptive phenomenological categorical psychiatric diagnostic systems that are currently being used in the field of intellectual disability do not adequately provide for the special needs of persons with intellectual disability. Many relevant diagnostic questions are left unanswered or are only partially accounted for. This is particularly true for persons with low developmental levels. Method A solution to these stumbling blocks is sought in enhancing the contemporary categorical diagnostic systems by also applying methods derived from the developmental perspective. Result By taking the levels of emotional and personality development, in addition to other developmental aspects into account, the clinical picture becomes more comprehensible and explainable. Conclusion The integrative diagnosis that results from this combined approach provides an insight into the processes that have led to the disorder and enriches one's understanding of the presentation form of the disorder. This diagnosis is process- rather than symptom-oriented and is particularly useful with persons who have a low level of psychosocial development. [source]


Enhancing racial self-understanding through structured learning and reflective experiences

NEW DIRECTIONS FOR STUDENT SERVICES, Issue 120 2007
Stephen John Quaye
Intercultural maturity and the learning partnerships model are offered as frameworks for understanding the intersection of students' developmental levels and readiness for cross-racial interactions, and for assisting educators in promoting racial self-understanding. A case study is used to illustrate the usefulness of the model in supporting student engagement with race. [source]


Reflection and moral maturity in a nurse's caring practice: a critical perspective

NURSING PHILOSOPHY, Issue 3 2010
Jane Sumner PhD
Abstract The likelihood of nurse reflection is examined from the theoretical perspectives of Habermas' Theory of Communicative Action and Moral Action and Sumner's Moral Construct of Caring in Nursing as Communicative Action, through a critical social theory lens. The argument is made that until the nurse reaches the developmental level of post-conventional moral maturity and/or Benner's Stage 5: expert, he or she is not capable of being inwardly directed reflective on self. The three developmental levels of moral maturity and Benner's stages are presented with discussion on whether or not there can be self-reflection because of an innate vulnerability that leads to self-protective behaviours. It is only when the confidence from mastery of practice has been achieved can the nurse be comfortable with reflection that enables him or her to become enlightened, emancipated, and empowered. The influences and constraints of the knowledge power between nurse and patient are acknowledged. The power hierarchy of the institution is recognized as constraining. [source]


Developmental Characteristics of Children Aged 1,6 Years With Food Refusal

PUBLIC HEALTH NURSING, Issue 1 2008
en Ünlü
ABSTRACT Objective: The aim of this study was to compare the sociodemographic and developmental characteristics of children with food refusal and children with no history of feeding problems. Design: Cross-sectional case-control study. Sample: 30 children aged 1,6 years who were seen in the outpatient clinics for food refusal formed the case group, and 30 healthy children matched for age, sex, and socioeconomic status formed the control group. Methods: Anthropometric indices and early developmental characteristics of all the children in the study were evaluated and also their developmental levels were determined using the Ankara Developmental Screening Inventory. Results: The mean age of children with food refusal was 42.4±17.6 months, and the male/female ratio was 12/18. Children with food refusal had shorter mean breastfeeding durations and lower mean birth weights, body mass index, percentage height for age, and percentage weight for height values than those of the controls. There were no significant differences between the 2 groups in developmental delays. Conclusions: These results suggest that food refusal may be related to lower birth weight and shorter breastfeeding duration. Further research with larger samples is needed to clarify these relationships and the effects of feeding problems on the growth and development of children. [source]


Promoting Infant Health Through Home Visiting By a Nurse-Managed Community Worker Team

PUBLIC HEALTH NURSING, Issue 4 2001
Cynthia Barnes-Boyd R.N., Ph.D.
This article describes the Resources, Education and Care in the Home program (REACH-Futures), an infant mortality reduction initiative in the inner city of Chicago built on the World Health Organization (WHO) primary health care model and over a decade of experience administering programs to reduce infant mortality through home visits. The program uses a nurse-managed team, which includes community residents selected, trained, and integrated as health advocates. Service participants were predominately African American families. All participants were low-income and resided in inner-city neighborhoods with high unemployment, high teen birth rates, violent crime, and deteriorated neighborhoods. Outcomes for the first 666 participants are compared to a previous home-visiting program that used only nurses. Participant retention rates were equivalent overall and significantly higher in the first months of the REACH-Futures program. There were two infant deaths during the course of the study, a lower death rate than the previous program or the city. Infant health problems and developmental levels were equivalent to the prior program and significantly more infants were fully immunized at 12 months. The authors conclude that the use of community workers as a part of the home-visiting team is as effective as the nurse-only team in meeting the needs of families at high risk of poor infant outcomes. This approach is of national interest because of its potential to achieve the desired outcomes in a cost-effective manner. [source]


Faculty-development activity to promote effective communication between instructors and students

THE CLINICAL TEACHER, Issue 2 2010
Netta Notzer
Summary Background:, Educators claim that conflicts and teacher,student miscommunications interfere in achieving optimal learning outcomes. Context:, Conflicts arise when clinical instructors communicate in a patronising fashion, expressing values that are not those of their medical students. This paper presents our approach of coping with such conflicts. It is based on the notion that language is comprised of developmental levels. The objective is to switch the instructor's lower level of language from an uncontrolled reaction to a high level of efficient communication. Innovation:, During our faculty-development workshops, we piloted sessions consisting of vignettes depicting instructor,student conflicts. The workshop participants were asked to react and discuss questions on their feelings in similar conflicts, and their immediate speech reaction to students. The workshop's facilitator pointed out that there was no one right solution. She singled out the reaction that takes into account the student's personality, avoiding imposing solutions. The feedback on these sessions was very favourable, indicating a high level of satisfaction. Implications:, The positive feedback is very encouraging. We believe that our workshops amplify the desired effective instructor,student communication, and suggest that the success of this intervention is partly achieved by selecting problematic issues of communication, and adjusting them to the current needs of our faculty members. In order to reproduce our approach, we suggest that other institutions should define their own values and communication code. We recommend them to use the same technique of intervention among a small group in an empowering atmosphere of discussion, using their own situations. [source]