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At least 1,747 records · Page 97Linked to original sources
PubMed2006

Psychosocial risks for disability in children with chronic back pain.

UNLABELLED: Psychosocial factors related to disability in adults with chronic back pain have been well studied, but little is known about factors associated with functional impairment in pediatric patients with chronic back pain. The purpose of this study was to examine whether 2 potential risk factors-use of catastrophizing as a coping technique and presence of a familial pain history-were associated with disability in pediatric back pain patients. Participants were 65 patients (ages 8-18) with chronic back pain seen at a multidisciplinary pain clinic. Patients completed measures of pain (visual analog scales), disability (Functional Disability Inventory), and catastrophizing (Internalizing/Catastrophizing subscale of the Pain Coping Questionnaire). Parents provided demographic information and familial pain history. Patients reported that chronic back pain caused disruptions in their daily functioning and they missed, on average, 2.5 days of school every month. Catastrophizing and familial chronic pain history both were significantly associated with greater disability, with use of catastrophizing being the stronger predictor of disability. This study presents important findings on potential psychosocial risk factors of functional disability in children and adolescents with chronic back pain. Future research might clarify mechanisms by which such coping styles are developed and explore how familial communication about pain might influence a child's coping ability. PERSPECTIVE: Pediatric patients seeking treatment for chronic back pain often present with substantial functional impairment that is not well explained by disease variables or pain intensity. Two important psychosocial variables (catastrophizing and familial pain history) may provide a context for a better understanding of pain-related disability in children.

Absenteeism↗
PubMed2007

A randomized double-blind placebo-controlled trial of Lactobacillus GG for abdominal pain disorders in children.

BACKGROUND: Functional abdominal pain disorders (FAPD) are common in school-aged children; however, there is no reliable treatment. AIM: To determine the efficacy of Lactobacillus rhamnosus GG (LGG) for treating FAPD in children. METHODS: A total of 104 children who fulfilled the Rome II criteria for functional dyspepsia (FD), or irritable bowel syndrome (IBS), or functional abdominal pain (FAP) were enrolled in a double-blind, randomized controlled trial in which they received LGG (n = 52), or placebo (n = 52) for 4 weeks. RESULTS: For the overall study population, those in the LGG group were more likely to have treatment success (no pain) than those in the placebo group (25% vs. 9.6%, relative benefit (RB) 2.6, 95% confidence interval (CI): 1.05-6.6, number needed to treat (NNT) 7, 95% CI: 4-123). For children with IBS (n = 37), those in the LGG group were more likely to have treatment success than those in the placebo group (33% vs. 5%, RB 6.3, 95% CI: 1.2-38, NNT 4, 95% CI: 2-36) and reduced frequency of pain (P = 0.02), but not pain severity (P = 0.10). For the FD group (n = 20) and FAP group (n = 47), no differences were found. CONCLUSION: The LGG appears to moderately increase treatment success, particularly among children with IBS.

Abdominal Pain↗
PubMed2001

Interaction between cognitive style and school environment: consequences on self-evaluated anxiety and depression.

This study investigated the effect of the interaction between cognitive style (CS) and school environment on self-perceived anxiety and depression. Two groups of 280 students each--one attending Fine Arts school and the other one Humanities school--were evaluated. CS was assessed by Preference Test, a paper-and-pencil test providing a measure of the extent to which individuals rely on the cognitive processes of each hemisphere. Anxiety and depression were assessed by a visual-analogue scale. Right-CS was associated to higher depressive tendencies than left-CS, and a similar but not significant pattern was observed for anxiety. A significant interaction between CS and school environment was found, i.e., the more the CS was in consonance with the environment cognitive demands, the less depressive tendencies were present, and vice versa.

Adolescent↗
PubMed1991

[Influences of new synthetic drug vesnarinone on circulatory and respiratory function of dogs].

The purpose of this study was to investigate the influences of vesnarinone, newly synthesized in the School of Pharmacy, West China University of Medical Sciences in 1985, on the circulatory and respiratory functions of dogs. Eight dogs were anesthetized with 3% sodium pentobarbital. Vesnarinone (2 mg/kg), dimethyl sulphoxide (the solvent which was needed to prepare solution of OPC-8212), and 0.9% NaCl (normal control) was given separately according to the arrangement of Latin square. The ECG, blood flow, blood pressure and respiration were measured and recorded for 1-15 minutes. Vesnarinone increased the blood flow in the common carotid artery with no significant changes in blood pressure, heart rate, or respiration. These results suggest that OPC-8212 has positive inotropic effect but no effect on the heart rate in anesthetized dogs.

Animals↗
PubMed1998

[Health status and morbidity perceived by a group of school children].

OBJECTIVES: To find what self-perception of their health (SPH) and of their morbidity by school-children; and to analyse possible differences, in function of their social and demographic characteristics and life-styles. DESIGN: An observational crossover study, using a health questionnaire. SETTING: Community. PARTICIPANTS: 548 6th and 8th grade (EGB) children in the Occidente Health Area, Córdoba. INTERVENTIONS: Self-filled health questionnaire. MEASUREMENTS AND MAIN RESULTS: 43.7% of students felt very healthy. Bad SPH was independently associated with being a girl, poor state of physical fitness and feeling unhappy. Tiredness and nervousness were the most frequent disorders suffered by school-children. CONCLUSIONS: Although the SPH of the school-children was acceptable, we found high perceived morbidity and prevalence of accidents, along with a striking consumption of medication.

Child↗
PubMed1994

Pharmacokinetics and endometrial tissue levels of progesterone after administration by intramuscular and vaginal routes: a comparative study.

OBJECTIVE: To determine pharmacokinetic and endometrial effects of vaginally delivered micronized P. DESIGN: Functionally agonadal estrogen-replacement recipients received either micronized P administered vaginally or bi-daily IM injections of P. Hourly blood samples were obtained, from baseline to 6 hours after the initial dose of P and again on simulated cycle day 21 when transvaginal ultrasound (US) measurements and tissue samples of the endometrium were performed. Blood and tissue samples were assayed for P. Endometrial histology, estrogen receptor (ER) and P receptor (PR) contents were evaluated. SETTING: University of Southern California School of Medicine, Los Angeles, California. PARTICIPANTS: Twenty functionally agonadal and four normally ovulating women. MAIN OUTCOME MEASURE: Delivery differences were assessed by [1] endometrial P concentrations; [2] USs; [3] histologic datings; [4] ER and PR contents, and [5] serum P levels. RESULTS: Endometrial P concentrations were higher with vaginally administered P than endometrial concentrations observed in normal ovulatory women or women who consistently had the highest serum P after IM administration (11.50 +/- 2.60 versus 1.40 +/- 0.40 versus 0.30 +/- 0.10 ng/mg protein [36.56 +/- 8.27 versus 4.45 +/- 1.27 versus 0.95 +/- 0.32 nmol/L], respectively). After 7 days of P, no differences between either treatment regimen and control groups were detected by histologic, ultrasonographic, or immunocytochemical receptor analyses. CONCLUSION: Vaginal micronized P enhances P delivery to the uterus compared with a standard IM regimen and results in a synchronous secretory endometrial histology in agonadal women preparing for embryo donation.

Administration, Intravaginal↗
PubMed2005

Development, reliability and validity of a new measure of overall health for pre-school children.

BACKGROUND: Few comprehensive systems are available for assessing and reporting the overall health of preschool children. OBJECTIVES: (i) To develop a multi-dimension health status classification system (HSCS) to describe pre-school (PS) children 2.5-5 years of age; (ii) to report reliability and validity of the newly developed measure. DESIGN: Existing systems (Health Utilities Index, Mark 2 and 3) were adapted for application to a pre-school population. The new system was tested for acceptability, validity and reliability. PARTICIPANTS: Three cohorts of children and their parents from Canada and Australia were utilized: Cohort 1 (MAC)-101 3-years old very low birthweight (VLBW, <1500 g) and 50 same age term children from Canada; Cohort 2 (AUS)-150 VLBW 3-years old from Australia; Cohort 3 (OMG)-222 3-years old with cerebral palsy (CP) from Ontario. METHODS: Parental intra-rater reliability was evaluated by completion of the HSCS-PS Parent questionnaire (MAC) at the clinic visit and again 14 days later. Health professionals (MAC) completed the HSCS-PS Clinician questionnaire. Percent agreement and Kappa values were used to assess parent-clinician agreement. Concurrent validity was tested in two populations of VLBW children (MAC and AUS) and a reference group of term children (MAC) by exploring the relationships between dimensions of the HSCS-PS and well-recognized norm-referenced measures: the Bayley Scales of Infant Development (BSID-II), the Vineland Adaptive Behavior Scales (VABS) and the Stanford-Binet (SB). Construct validity was tested by comparing ratings on both the HSCS-PS and the Gross Motor Function classification system (GMFCS) using a population of pre-school children with CP. Analyses were done using chi2, ANOVA and correlations with tau-b statistic. RESULTS: The HSCS-PS has 12 dimensions and 3-5 levels per dimension. Response rate for parental intra-rater reliability was 95%, with percent agreement ranging between 86 and 100%. Kappa values for various dimensions ranged from 0.38 to 1.00. Inter-rater reliability between parents and clinicians showed agreement ranging from 72 to 100%. Kappa values ranged from 0.30 to 1.00. CONCURRENT VALIDITY: There was a statistically significant gradient between HSCS-PS Mobility levels and motor scale scores of the BSID-II and VABS. A significant gradient also occurred when comparing HSCS-PS cognition levels to psychometric scores on the BSID-II and SB, as well as HSCS-PS self-care levels compared to VABS Daily Living scores. DISCRIMINATIVE AND CONSTRUCT VALIDITY: Birthweight category was shown to be a significant determinant of proportion of children with multiple HSCS-PS dimensions affected. In addition, HSCS-PS dimension levels were congruent with GMFCS levels where expected: mobility had excellent correlation; self-care, dexterity, speech and cognitive dimensions had moderate correlations. CONCLUSIONS: The HSCS-PS is readily accepted, quick to complete, widely applicable and provides a multi-dimensional description of health status. Preliminary assessments of reliability and validity are promising. The HSCS-PS can discriminate across populations by birthweight and shows strong relationships with standardized psychometric measures in comparable domains. It can pro- vide a summary profile of functional limitations in various populations of pre-school children in a consistent manner across programs and in different settings.

Australia↗
PubMed1977

Physical mass examinations in the school health service.

At 7 years of age, all 649 children in a school district underwent a physical examination, a vision screening and an auditory screening. The purpose of the present study was to analyse the value of the routine physical examination within the school health services. In 15% of the children functionally important health problems were found. Visual defects were most common, comprising 7.5%, then came physical health problems such as motor disturbances, obesity, bacteriuria in 6.5%, and hearing defects in 1%. About half of the important health problems were previously known. Most disorders of importance were detected by the nurse's screening examination and rather few by the doctor's physical examination. It seems advisable to introduce screening procedures in the hands of nurses also for the physical examination. The role of the school physician in the general health surveillance would then be mainly to control and verify specific observations or suspicions of disease or handicap noted by the school nurse. His time and attention could instead be directed towards important tasks, which are now often neglected, e.g. health education, and care of sick and handicapped children in the school setting.

Child↗
PubMed1991

Changes in cognitive and language functioning of preschool children with autism.

Preschool children with autism and their normally developing peers were compared on the Stanford-Binet IV and Preschool Language Scale before and after 1 school year. Both measures showed that although the children with autism functioned at a lower level than their normally developing peers, the children with autism had narrowed this gap after treatment, making a nearly 19-point increase in IQ and an 8-point gain in language quotient. The IQ measure remained stable for the normally developing peers while their language showed a 7.73-point increase. The data support the notion that young children with autism can make very significant developmental gains.

Autistic Disorder↗
PubMed1993

Effects of air pollution on the respiratory tract of children.

The effects of air pollution on pulmonary function and respiratory status was evaluated in 1,626 school aged children from a European Alpine region. Based on measurements of SO2, NO2, and O3 as well as infrared imaging and lichen mapping, three zones of exposure were defined. Results of standardized respiratory questionnaires, medical examinations, and lung function tests were compared among the children in the three different exposure zones. After controlling for age, sex, height, socioeconomic status, and exposure to environmental tobacco smoking, areas of increased SO2 and NO2 as well as areas of increased ozone (max. half hourly mean value, 146 ppb) were significantly associated with decrements of forced expiratory volume in 1 s (FEV1) and flow rates at 50 and 75% of vital capacity (FEF50, FEF75). In addition, areas with increased ozone had a higher prevalence of asthma In all regions, maternal smoking was associated with reduced expiratory flow rates and increased prevalence of asthma. The results provide evidence that outdoor pollution and exposure to passive smoking are risk factors for childhood respiratory health.

Adolescent↗
PubMed2004

Theory-of-mind development in oral deaf children with cochlear implants or conventional hearing aids.

BACKGROUND: In the context of the established finding that theory-of-mind (ToM) growth is seriously delayed in late-signing deaf children, and some evidence of equivalent delays in those learning speech with conventional hearing aids, this study's novel contribution was to explore ToM development in deaf children with cochlear implants. Implants can substantially boost auditory acuity and rates of language growth. Despite the implant, there are often problems socialising with hearing peers and some language difficulties, lending special theoretical interest to the present comparative design. METHODS: A total of 52 children aged 4 to 12 years took a battery of false belief tests of ToM. There were 26 oral deaf children, half with implants and half with hearing aids, evenly divided between oral-only versus sign-plus-oral schools. Comparison groups of age-matched high-functioning children with autism and younger hearing children were also included. RESULTS: No significant ToM differences emerged between deaf children with implants and those with hearing aids, nor between those in oral-only versus sign-plus-oral schools. Nor did the deaf children perform any better on the ToM tasks than their age peers with autism. Hearing preschoolers scored significantly higher than all other groups. For the deaf and the autistic children, as well as the preschoolers, rate of language development and verbal maturity significantly predicted variability in ToM, over and above chronological age. CONCLUSIONS: The finding that deaf children with cochlear implants are as delayed in ToM development as children with autism and their deaf peers with hearing aids or late sign language highlights the likely significance of peer interaction and early fluent communication with peers and family, whether in sign or in speech, in order to optimally facilitate the growth of social cognition and language.

Autistic Disorder↗
PubMed2006

Comparison of psychosocial correlates in primary school age children with attention deficit/ hyperactivity disorder- combined type, with and without dysthymic disorder.

In this study, standardized assessments of maternal psychopathology, family functioning and marital adjustment were compared between 115 medication naïve, clinically referred primary school age children with Attention Deficit Hyperactivity Disorder combined type (ADHD-CT) alone and 29 children with comorbid dysthymic disorder (DD) and ADHD-CT. The mothers of children with ADHD-CT and DD reported higher rates of anxiety and depression than those of children with ADHD-CT alone. These results reinforce the need for early recognition of comorbid DD when working with children with ADHD-CT. Increased rates of maternal anxiety and depression in children with ADHD-CT and DD may contribute to the children's symptoms, require specific psychological and/or medication treatments and careful ongoing monitoring of these specific treatments.

Attention Deficit Disorder with Hyperactivity↗
PubMed1979

The house officer as a teacher: what schools expect and measure.

Teaching is generally regarded as an important function of the house officer not only from a practical viewpoint but also as an integral part of the training of a professional. A survey by the Association of American Medical Colleges shows, however, that unlike other competencies, the house officer's teaching is not explicitly evaluated in most graduate training programs. Furthermore, it appears that the teaching role itself is not always well defined. It is urged that, if the teaching role is regarded as an important element in graduate medical education, earlier and more gradual preparation of the medical student for that role is needed.

Canada↗
PubMed2002

White coat ceremonies: a second opinion.

A "white coat" ceremony functions as a rite of passage for students entering medical school. This comment provides a second option in response to the earlier, more enthusiastic, discussion of the ceremony by Raanan Gillon. While these ceremonies may serve important sociological functions, they raise three serious problems: whether the professional oath or "affirmation of professional commitment" taken in this setting has any legitimacy, how a sponsor of such a ceremony would know which oath or affirmation to administer, and what the moral implications of this "bonding process" are. I argue that the initiation oath is morally meaningless if students are not aware of its content in advance, that different students ought to commit to different oaths, and that bonding of students to the medical profession necessarily separates them from identification with lay people who will be their patients.

Anniversaries and Special Events↗
PubMed2006

Sunnyside High School Doctors Academy: a principal's experience with HPPI.

The author is a high school principal responsible for the implementation of the Doctors Academy, a component of the Health Professions Partnership Initiative at the University of California, San Francisco-Fresno. She describes how the opportunity to work in a collaborative effort with university partners and the community has been one of the most rewarding experiences in her career. She stresses that it has been well worth the large commitment of time and resources to share in the success of the program. She describes the individual efforts and necessary conditions that allowed for the creation of a highly functioning academic enrichment program for middle and high school students.

Adolescent↗
PubMed1989

The neuropsychological significance of a verbal-performance discrepancy with the Wechsler Intelligence Scale for Children-Revised.

This study examined the neuropsychological significance of the Wechsler Intelligence Scale for Children-Revised (Wechsler, 1974) Verbal-Performance discrepancy using a large learning-disabled sample taken from a school population. A simple index was formed to allow the Verbal-Performance discrepancy to be considered as a continuous variable. In an attempt to consider the neuropsychological significance of the Verbal-Performance discrepancy, measures of the Halstead-Reitan Neuropsychological Battery for older children (HRNB) (Reitan, 1969) were regressed against the index. Some 9% of the variance in Verbal-Performance differences was explained by five neuropsychological measures of the HRNB. The practical significance of this relationship was questioned. It was concluded that the Verbal-Performance discrepancy is a poor general indicator of neuropsychological functioning in learning-disabled students in the school setting.

Adolescent↗
PubMed2002

Problems in developing functional handwriting.

The development of handwriting quality and speed of 407 primary school children was followed from Grade 1 to Grade 5 in a longitudinal experiment. Performance was analyzed to enquire into the extent and bases for handwriting dysfunction. 27% of the children were classified as dysfunctional at the end of Grade 1. At the end of Grade 5 only 13% were so classified. Most children have adequate perception and motor abilities to develop functional handwriting. Dysfunction of handwriting speed can usually be traced to dysfunction of its quality. Dysfunction of quality can be traced to insufficient individualization in the primary instruction in handwriting which leads to a mismatch between the time allocated to teach certain letters to certain children and the time required for these children to learn the form of these letters.

Aptitude↗