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PubMed2001

Family, personality, and social risk factors impacting the retention rates of first-year Hispanic and Anglo college students.

This study investigated familial and behavioral differences between Hispanic and Anglo-American first-year college students. Analyses of variance and chi-square analyses were used to test for ethnic differences in (a) risk factors associated with family dysfunction, family addictions, personality factors, and social experiences, (b) student problem behaviors, namely alcohol use, drug use, and eating disorders, (c) a one-year follow-up of student retention, and (d) specific factors related to retention at the one-year follow-up. The Hispanic freshmen appeared to demonstrate resilience despite a lack of mentoring and greater paternal addiction. However, the one-year follow-up suggested that Hispanic females were at particular risk for leaving school. To improve college retention rates, social policy should focus on Hispanic students' vulnerabilities and strengths in making important developmental transitions.

Adult↗
PubMed2002

Correlation of admission criteria with dental school performance and attrition.

This study was conducted to provide current information on the relationship between admission criteria and dental school performance, including the association of admission criteria and dental school outcomes such as remediation and attrition. Standard tests of bivariate association and multivariate regression models appropriate for continuous and discrete dependent variables were used to examine the relationship between multiple indicators of admission criteria and dental school performance for six recent classes at the University of Florida College of Dentistry (UFCD). The admission criteria included the undergraduate science grade point average (GPA), undergraduate non-science GPA, Dental Admissions Test (DAT) academic score, Perceptual Motor Aptitude Test (PMAT) score, and admission interview score. Measures of dental school performance were the National Dental Board Examination Part I and Part II (NB-I, NB-II) scores, yearly and final dental school GPA, and academic progress through the UFCD program. In general, most admission criteria were good bivariate indicators of dental school performance. Multivariate analyses indicated that students with higher undergraduate science GPAs and DAT academic scores were more likely to achieve higher NB-I and NB-II scores. The undergraduate science GPA and admission interview score were the most consistent determinants of dental school GPA. Students with lower undergraduate science GPAs, DAT academic scores, and PMAT scores were more likely to remediate, to repeat an academic year, or to be dismissed. Although bivariate differences were observed in several admission criteria of students who remediated one or more courses, repeated an academic year, or were dismissed only the undergraduate science GPA and the PMAT score were indicators of programmatic progress in the multivariate analysis.

Achievement↗
PubMed2001

Imi Ho'ola post-baccalaureate program: recruitment, retention, and graduation of Asian American and Pacific Islander students in medicine.

Imi Ho'ola has been a successful model for training underrepresented minorities and disadvantaged individuals in medicine at the University of Hawai'i. This program has 28 years of experience assisting students to prepare for, qualify for, and complete the M.D. program, thereby producing medical doctors and other health professionals for Hawai'i, Guam, American Samoa, the U.S. Associated Pacific Islands (USAPI), and the continental U.S. Recently, Imi Ho'ola has expanded its outreach efforts to create an educational pathway for local high school and college students encouraging them to pursue higher education and health careers. A description of the Imi Ho'ola is presented with emphasis on its post-baccalaureate curriculum begun in 1995.

Asian↗
PubMedDate not supplied

[Peptic ulcer in adolescents].

The author reviews three cases of adolescents who had peptic ulcer of the duodenum and at the same time were known to be not content at school. These emotional problems can be explained by a lack of understanding on the part of the parents insofar as their children's conduct is concerned and one result is a functional dependency. Methods which would tend to alter this mother-son dependency are recommended.

Adolescent↗
PubMed2002

[School difficulties in adolescence].

Loss, failure and desertion are those words, which better describe the most frequent difficulties incurred by teenagers, and their relation to the school environment, and indicate, as well, the lack of connection between individual aspirations and school achievements obtained. Despite the likelihood of school difficulties throughout the entire educational career, from the kindergarten to the college, we are able to recognize certain specific "disturbances" which come out during the adolescence, basically relating to the school experiences. School failure, school desertion and school abandonment are, in fact, issues mainly discussed in coincidence with the beginning of the adolescent age and the attending of the high school. The aetiopathogenesis of school discomfort is mostly determined by more than only one factor: psychological, physical, cognitive and environmental aspects, all together, contribute in various ways, to the rise and persisting of the above described problems. Suggesting a univocal characterization of the adolescent with school difficulties, is indeed a hard task, since school failure is not an exclusive feature of only one kind of personality or the expression of only one type of conflict. Once identified the individuals more subject to risk, and the warning signs of actual uneasiness, it is important therefore to intervene timely and in different ways in order to avoid the worsening or the excessive extension of the school difficulties and of their frequent and serious consequences on the teenagers' individual and domestic well-being. Such type of prevention definitely belongs to the Adolescent Medicine, and must be developed on different levels, by involving not only the teenagers, but also their families, the school, and the whole social environment in which the teenagers live and with which they interact.

Adolescent↗
PubMed2003

[Seroprevalence of HIV infection in sexually abused children in Cameroon].

The purpose of this study was to determine the prevalence of HIV infection in sexually abused children and again alert public official to the urgent need of a national committee on combating child sexual exploitation in Cameroon. This study was conducted at the New Bell District Hospital and Laquintine Hospital in Douala from February 1, 1998 to March 31, 2000. A total of 76 sexually abused children with a mean age of 11.6 years (range, 3-15) were included. There were 64 girls (84.2%) and 12 boys (15.8%). Among the 71 victims tested, 24 (37.5%) became seropositive as a result of sexual abuse with penetration. Abuse involved rape in 84.2% of cases and molestation in 15.8%. Abuse occurred within the family in 13.1% of cases and outside the family in 86.9%. Slightly more than 50% of the children studied did not attend school and 17.1% had menial jobs. This study demonstrates that sexual abuse is a major risk for sexually transmitted diseases including HIV. These findings also underline the need to adopt a national program to protect children from sexual abuse and to implement a policy for post-exposure prophylaxis against HIV.

Adolescent↗
PubMed2003

[Anxiety in school refusal children with indefinite complaints: psychological estimation using State-Trait Anxiety Inventory and therapy by serotonin reuptake inhibitors].

Using State-Trait Anxiety Inventory (STAI) we examined 13 junior high school students with school refusal and indefinite complaints. Significant increase of the anxiety levels was higher in these children than in the control group. Serotonin reuptake inhibitors (SSRIs) were administered to 19 elementary and junior high school students with school refusal and indefinite complaints. The indefinite symptoms improved markedly in 2 children, moderately in 11, and mildly in 6. We conclude that high anxiety may cause indefinite symptoms in children with school refusal and that the treatment of indefinite symptoms with SSRI is an effective supportive therapy.

Adolescent↗