Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Student Dropouts”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 721 records · Page 40Linked to original sources
PubMed1997

Glucoregulatory disorders in school refusal students.

OBJECTIVES: Our previous studies demonstrated autonomic nervous system disorders and cerebral blood hypoperfusion in school refusal students with underlying emotional distress due to fear or anxiety associated with school attendance. Because severe stress is known to affect glucoregulatory metabolism, this study used the oral glucose tolerance test (OGTT) to measure glucose metabolism in school refusal students. DESIGN: A three-hour OGTT was performed. In preparation for the test, students fasted overnight. After a fasting blood sample was drawn, students were given solutions containing a predetermined amount of glucose based on their body weight (1.75 g/kg to a maximum 75 g). After glucose ingestion, blood samples were drawn at 30, 60, 90, 120, 150, and 180 mm to measure blood glucose (BG), immunoreactive insulin (IRI), pancreatic glucagon (IRG) and growth hormone (GH) levels. BG levels, IRI response, cumulative BG (sigma BG), cumulative IRI (sigma IRI), insulin/glucose ratio (delta IRI/delta BG), and insulinogenic index (sigma IRI/sigma BG) were then compared to previously reported normal control data. As an index of emotional difficulties, the self-rating depressive scale (SDS) was carried out. PATIENTS: Eighty-one school refusal students (40 males and 41 females), 11-19 years of age (14.8 +/- 2.1), were studied. Their school refusal periods ranged from one month to eight years. All students were within -15 to +20% (-0.04 +/- 8.6) of ideal body weight. MEASUREMENTS: BG levels were determined using a glucose oxidase reaction method. Serum hormones were measured by radioimmunoassay. RESULTS: BG levels at all OGTT time intervals and sigma BG were significantly higher in school refusal students than the normal control data (sigma BG: 39.5 +/- 4.4 vs 33.3 +/- 3.4 mmol/l P < 0.001). Although the insulin response was abnormally low relative to the prevailing hyperglycaemia (sigma IRI/ sigma BG: subjects vs control = 232 +/- 129 vs 375 +/- 271, P < 0.01), normal beta cell secretory ability was speculated (sigma IRI: subjects vs controls = 2805 +/- 1274 vs 2523 +/- 1219 pmol/l). This suggests a relative suppression of insulin secretion. A paradoxical increase of GH was observed in 19 students after glucose ingestion. CONCLUSIONS: Glucoregulatory disorders observed in school refusal students may be caused by emotional distress. Multiple factors including autonomic nervous system disorders, derangement of neuropeptides in the hypothalamus, and hormonal imbalances may also affect glucoregulatory metabolism, predisposing these students to hyperglycaemia. We speculate that the glucoregulatory system compensates for decreased blood flow to the brain by increasing blood glucose concentrations, thereby providing sufficient glucose as the primary energy source used during normal brain metabolism.

Adolescent↗
PubMed1999

Developing strategies to control schistosomiasis morbidity in nonenrolled school-age children: experience from Egypt.

Schistosomiasis is a major health problem in school-age children in much of the tropical world. They harbour the most intense infections for both Schistosoma mansoni and S. haematobium. In Egypt, the Ministry of Health and Population (MOHP) has implemented a successful school-based treatment programme in which children are screened and those found to be infected treated with praziquantel. High nonenrolment rates in some rural areas have a negative impact on the coverage of this programme and on its ability to reduce transmission in the community. The main aim of our study was to introduce and test a simple intervention to extend treatment to nonenrolled children using the routine MOHP schistosomiasis treatment programme. Twenty villages or ezbas in Tamia district, Fayoum governorate, with 8 schools and 1901 nonenrolled children were targeted. 88.5% of nonenrolled children attended schools to avail themselves of treatment. Coverage rates were significantly higher for girls (P < 0.001). These results are important for countries where schistosomiasis is endemic. They suggest that offering interventions in schools may not only improve the health of school attendees but also be an affordable way of extending services to out-of-school children.

Adolescent↗
PubMed2000

Psychiatric training in New Zealand.

OBJECTIVE: The aims of this study were to develop a profile of current psychiatric trainees in New Zealand, to identify factors important in their recruitment to and retention in psychiatric training and to identify factors that predict failure to complete training. METHOD: A survey was sent to all current psychiatric trainees in New Zealand and to all trainees who could be traced who had left psychiatric training in New Zealand In the last 5 years without completing the Fellowship of the Royal Australian and New Zealand College of Psychiatrists. RESULTS: General characteristics of the two groups are presented, as well as information about recruitment, burnout, general health and experiences of work and training. The only significant difference in general characteristics between the two groups was that more of those who had left training prematurely had been born overseas. The levels of family and personal mental illness were high, but there was no difference in these rates between those who had stayed in training and those who had left permaturely. Most trainees had decided to pursue a psychiatric career during their house-officer years. The most important factors determining the choice of a career in psychiatry were philosophical interest and house-officer experience in psychiatry. With respect to retention, despite high rates of burnout and psychological morbidity, and dissatisfaction with various aspects of the work setting, 94% of current trainees indicated satisfaction with their decision to train in psychiatry and over 90% intended to practise in New Zealand in the future. Most trainees who left training prematurely did so during the first 2 years of training. Dissatisfaction with work conditions, and stress or burnout were the main reasons for leaving. CONCLUSIONS: This study provides information on some of the complex determinants of psychiatric recruitment and retention in the New Zealand setting. Areas that could be addressed in order to improve recruitment, work satisfaction and retention in training are considered.

Adult↗
PubMed1999

Factors responsible for the prolongation of school refusal.

Two hundred and one school refusers (< or =18 years old), excluding schizophrenia, were treated at the Department of Neuropsychiatry, Hirosaki University Hospital between April 1975 and March 1995. Of 56 cases of school refusal, 31 did not improve for more than 2 years (group P), and 25 cases had improved in the degree of school refusal and social impairment (group B). The remaining cases were excluded from the analysis for several reasons. There was no significant difference between groups B and P in age at the first psychiatric evaluation as well as the age of onset of school refusal. The duration from school absence to the first evaluation of group P was significantly longer than that of group B. The duration of school refusal significantly and positively correlated with the duration from school absence to the first evaluation. Introversion and nervousness prolonged the duration of school refusal. The non-presence of volition for school attendance, and a low frequency of school attendance during the 1 month prior to the first evaluation influenced the prolongation of school refusal. The 'duration from school absence to the first evaluation', the 'patient's character', the 'non-presence of volition for school attendance' and the 'frequency of school attendance' influenced the prolongation of school refusal. The introduction of treatment within 10 months of the onset of school refusal is an important factor in preventing the prolongation of the school refusal.

Absenteeism↗
PubMed2002

Psychosocial problems in attention-deficit hyperactivity disorder with oppositional defiant disorder.

The purpose of this study is to clarify psychosocial characteristics of the comorbidity of attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) in comparison with ADHD or ODD alone. Thirty-one patients with ADHD comorbid with ODD were compared with 23 ADHD alone and 10 with ODD alone, in terms of various examination items including objective assessment scales. The comorbid group demonstrated higher Children Depression Inventory score and State-Trait Anxiety Inventory for Children (state-anxiety) score than the ADHD or the ODD group, possessing more problems in the relationship with teachers than the ADHD group, with friends more than the ADHD or the ODD group, and with their mothers more than the ADHD group and less than the ODD group. School refusal occurred more frequently in the comorbid group than the ADHD group and less than the ODD group. The comorbid group had more psychosocial problems than the ADHD group and the ODD group. These problems could be classified into three types: (i) those derived from ODD, problems in the relationship with teachers; (ii) those derived from ODD but reduced by the coexistence of ADHD, problems in the relationship with their mothers; and (iii) those resulting from the comorbidity of ADHD and ODD, problems in the relationship with friends and anxious and depressive tendency. The difficulties in the relationship with teachers and friends observed in the comorbid group may lead to school refusal.

Adolescent↗
PubMed2002

Supporting by a nurse teacher in a school infirmary using collage therapy.

The objective of this study is to verify the effects of collage therapy when applied in the school infirmary, without time restriction, to children with problems such as school refusal. Collage therapy was used with two students who refused to attend school for a period of 1 year and 2 months to 1 year and 7 months. The results showed that both cases were successful in recovering self-insight and starting to pursue a course leading to the establishment of their identity. For students with various mental health problems, the school, as a community of school friends of the same generation, has been suggested to be one of the most important places for the recovery of energy. The performance in the school infirmary of collage therapy without any time restraints makes use of this environment, and appears to foster self-insight and self-understanding, and hence promote recovery from mental health problems.

Adolescent↗
PubMed2006

Tele-hypnosis in the treatment of adolescent school refusal.

Few studies have presented the use of hypnosis in the treatment of school refusal. These studies haven't approached the problem of self-hypnosis during the stressful morning hours. This paper introduces a therapeutic approach, which utilizes known hypnotic techniques, but rehearses them via the telephone, while the patient is at his/her house or on the way to school and the therapist is at the office. Twelve school-refusal adolescents were treated with different hypnotherapy techniques. Equipped with cellular phones and with the therapist's availability, these adolescents could benefit from hypnosis as an alternative coping strategy when the anxiety occurred. Results showed that 8 of the participants maintained full-time attendance, 3 showed partial improvement and 1 failed to improve his attendance. This study illustrates the benefits of self-hypnosis in the treatment of school refusal, while also enabling the patient to maintain the connection with the therapist so that the anxiety may be confronted when it arises.

Adolescent↗
PubMed2002

Environmental and individual influences on Australian students' likelihood of staying in school.

In this longitudinal study, the author examined environmental and individual influences on the likelihood of Australian adolescents staying in school. Participants were 6,778 Anglo Australian, 350 Asian, and 472 European students (mean age = 14.7 years) who were in Year 9 when the study began. The analyses indicated that adolescents from middle social status backgrounds and Asian families were more likely to stay in school than were those from lower social status backgrounds and Anglo Australian families; academic self-concept, achievement, perceptions of environments, and aspirations had a large independent association with staying in school; and there were significant differences in relationships among the aforementioned variables for adolescents from different ethnic groups and among those who decided to stay in or drop out of school.

Adolescent↗
PubMed2004

Decelerated medical education.

The aim of the study was to obtain information regarding the prevalence, structure, student characteristics and outcomes of formal decelerated medical education programs. A 13-item survey was mailed to all US medical schools examining characteristics of decelerated curricular programs. Responses were received from 77 schools (62% response). Some 24 (31%) indicated a formal decelerated option; 13 (57%) decelerate the first year while four (17%) decelerate year 1 or year 2. Participants may be selected before matriculation or after difficulty in 14 (61%) programs while four (17%) select only after encountering difficulty. Students may unilaterally choose deceleration in 10 (43%); 4.3% (0.1-12) of total matriculants were decelerated. The proportion of decelerated students identified as underrepresented minority (URM) was 37% (0-100), representing 10.5% (0-43) of total URM enrollment. Twelve (52%) programs do not provide unique support beyond deceleration. Standards for advancement are identical for decelerated and regular students in 17 schools (81%). In total, 10% (0-100) of decelerated students were dismissed within the last five years, representing 24% (0-90) of all dismissals. Few schools provided grade point average (GPA) or Medical College Admissions Test (MCAT) data but the limited responses indicate that many decelerated students are at risk for academic difficulty. It is concluded that decelerated curricular options are available at a significant number of US medical schools. Decelerated students comprise a small proportion of total enrollment but URM matriculants represent a disproportionate share of participants. Decelerated programs appear to be successful as measured by dismissal rates if one accepts attrition which exceeds that for regular MD students. Variation in dismissal rates is difficult to interpret given the lack of GPA and MCAT data. One half of all programs offer no additional support activities beyond deceleration. More data are needed to determine the relative contribution of deceleration vs. other support measures to the advancement of students at academic risk.

Curriculum↗
PubMedDate not supplied

Violent and nonviolent girls: contrasting perceptions of anger experiences, school, and relationships.

Arrests of American girls for assault and weapons charges are rapidly increasing, at rates exceeding those for boys. Yet research on girls' violence is scant. We surveyed a national sample of 213 girls (ages 9-19) via personal interview or an Internet questionnaire, regarding anger precipitants and behaviors, interpersonal relationships, and experiences of discipline at home and school. Girls were categorized as violent (n = 54) if they had been suspended or expelled from school for fighting or bringing a weapon, or charged with a violent offense by the juvenile justice system. The remaining girls (n = 159) were categorized as nonviolent. The anger of violent girls tended to be intense and generalized, while the anger of nonviolent girls was precipitated by specific situations of injustice. Correlates of feeling angry enough to hit or hurt someone were loneliness, unfair treatment by adults, not liked by classmates, and somatic anger symptoms. Violent girls were significantly more likely to dislike school and perceive school discipline as unfair. Both groups of girls held negative views of television violence and curfews. Although girls with well-established patterns of aggression need psychotherapy, school-based interventions such as emotional literacy and violence prevention programs may also be helpful. Mental health nurses are well prepared to serve in a consultative role to schools, assisting in the development and delivery of violence prevention programming.

Adolescent↗