The Influence of the Emotionally Disturbed Classroom Label on General Education Teachers\u27 Sense of Efficacy

Students identified as “emotionally disturbed” face resistance to inclusion in classrooms with typically-developing peers on the part of the general education teachers. This study aims to address whether the classroom label of “emotionally disturbed” affects teacher efficacy and whether this relationship is moderated by the amount of applied inclusion training a teacher has received. General education teachers will read identical case studies of a student who either spends some of his school day in an “Emotionally Disturbed Class” or a “Self-Regulation Skills Class.” They will complete a measure of student-specific teacher efficacy and then report how many hours of inclusion training that involved direct interaction with students with emotional and behavioral difficulties they have had. An analysis of covariance is predicted to show higher reports of teacher efficacy in the “Self-Regulation Skills Class” condition than in the “Emotionally Disturbed Class” condition, and this relationship is expected to be even stronger as the amount of applied inclusion training increases

The temperament of preterm infant in preschool age

Background: The study deals with the characteristics of temperament of preterm infants during their preschool age in order to not only investigate likely \u201cdifficult or problematic profiles\u201d, guided by impairments driven by their preterm birth, but also to provide guidelines for the activation of interventions of prevention, functional to improve the quality of preterm infant\u2019s life. Methods: The study involved a group of 105 children where 50 preterm children at the average age of 5 years and 2 months, enrolled in preschools of Palermo. The research planned the child reference teachers to be administered a specific questionnaire, the QUIT, made up of 60 items investigating six specific typical dimensions of temperament (Motor control activity - related to the ability of practicing motor control activity; Attention - related to the ability of guiding and keeping the focus of attention on a certain stimulus; Inhibition to novelty - regarding with emotional reactivity in front of environmental stimuli; Social orientation - meant in terms of attention and interest towards social stimuli; Positive and negative emotionality - regarding the tendency to mainly express positive or negative emotions. Results: The results show in general how preschool-aged preterm infants, identified by such a study, compared with full-term children, are characterized by \u201cnormal\u201d temperament based on a strong inclination and orientation in mainly expressing positive feelings. Yet, an impairment of the areas most relating to attention and motor control activity seems to emerge. Conclusions: The data suggest specific interventions for preterm infant development and their reference systems and, at the same time, can guide paediatrician and neonatologist dealing with preterm infants, in focalizing and monitoring, even since health status assessments, specific areas of development that, since preschool age, can highlight the presence of real forerunners of maladjustments and likely configurations of cognitive, emotional or behaviour disadaptive functioning

SELF-REPRESENTATION IN CHILDREN SUFFERING FROM CONGENITAL HEART DISEASE (CHD) AND MATERNAL COMPETENCE

Background: Child development may be subject to forms of motor, physical, cognitive and self-representation impairments when complex congenital heart disease (CHD) occurs. In some cases, inadequacy of both self-representation as well as the family system are displayed. It seems to be important to search the likely internal and external resources of the CHD child, and the possible connections among such resources, which may help him/her to manage his/her own risk condition. Design and Methods: The research project inquires the possible resources related to the self-representation and self-esteem levels of the CHD child, and those related to maternal self-perception as competent mothers. A group of 25 children (mean age=10,2; SD=1,8) suffering from specific forms of CHD, and a group made up of their relative mothers (mean age=38,2; SD=5) were studied. The tools used were the Human Figure Drawing, to investigate child body-related self-representation; the TMA scale (Self-esteem Multidimensional Test), to investigate the child’s self-esteem; and the Q-sort questionnaire, to assess how mothers perceived their maternal competence. Results: Data concerning the likely correlations between the child’s self-representation and the maternal role competence show [that] positive correlations between some indicators of maternal competence, specific aspects of CHD children’s self-representation (mothers’ emotional coping and children’s self-image adequacy) and self-esteem (mothers’ emotional scaffolding and children’s self-esteem at an emotional level). Conclusions: By detecting the occurrence of specific correlations among resources of both child and mother, the study provides cardiologists with information that is useful for building a relationship with the families concerned, which would seem to enhance the quality of the process of the cure itself

School readiness of moderately preterm children at preschool age

The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age = 62 months, mean gestational age = 34.6 weeks), without any clinical neonatal complications, and low birth weight (M = 2,100 g, SD = 350 g); a control group made up of 55 full-term children without pre- and perinatal complications. The children’s primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U (n1 e n2 = 55) = 35, p = 0.04, r = 0.49] are statistically lower, other cognitive skills (memory, orientation, and visual–motor coordination) [U (n1 e n2 = 55) = 32, p = 0.02, r = 0.45], premathematics [U (n1 e n2 = 55) = 32, p = 0.02, r = 0.44], and the total score [U (n1 e n2 = 55) = 31, p = 0.02, r = 0.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities

IL-18 Serum Level in Adult Onset Still's Disease: A Marker of Disease Activity

Introduction. Immunological factors seem to play a pivotal role in Adult Onset Still's Disease (AOSD). Among all, IL-18 cytokine is overexpressed and drives the inflammatory process. Objective. We aimed to investigate the levels of IL-18 in sera of Italian patients with AOSD and to assess its possible role as a marker of disease activity. Methods. IL-18 serum levels were determined by ELISA in 26 Italian patients with AOSD. Disease activity was assessed using Pouchot's criteria. As controls, 21 patients with Rheumatoid Arthritis (RA), 21 patients with Sjogren's Syndrome (SS), 20 patients with Systemic Lupus Erythematosus (SLE), and 21 healthy subjects (normal human sera, NHS) were evaluated. Results. IL-18 serum levels were significantly higher in patients with active AOSD than in non-active (P = 0.001) and control groups (RA P = 0.0070, SS P = 0.0029, SLE P = 0.0032, NHS P = 0.0004). A significant correlation between IL-18 serum levels and disease activity (P < 0.0001), and laboratory parameters as ferritin (P = 0.0127) and C-reactive protein (P = 0.0032) was demonstrated. Conclusions. Higher levels of IL-18 are detected in active AODS patients and correlate with disease activity and inflammatory laboratory features. ROC-AUC analysis of the serum concentration of IL-18 suggests that it can be considered a diagnostic marker of AOSD. This paper supports the targeting of this cytokine as a possible therapeutic option in AOSD

Psychological variables in medically assisted reproduction: a systematic review

Introduction: The paths of medically assisted reproduction represent the most important scientific progress to cope with the inability to achieve spontaneous conception (SC) and to reach desired parenthood. Couples undergoing assisted reproductive technology (ART) and couples not facing ovulation induction and artificial fertilization show sufficient levels of well-being and psychological adjustment. However, in some cases couples undergoing ART show lower perceived quality of life than couples with SC. Our aim is to investigate the main psychological variables involved in the special risk condition of medically assisted reproduction and how they could direct specific guidelines to enhance mental wellbeing in dealing with infertility. Material and methods: In this regard, we performed a systematic review following the PRISMA guidelines. From all the studies included, the considered outcome measures were psychological, social, and relational vari- ables and are presented in a systematic approach. Results: A total of 14 studies were included in this article, according to our strict inclusion criteria. Conclusions: Conflicting results have been proven by this systematic review. Even though all underlined the importance of taking charge of the psychological variables in infertility, few studies monitored and evaluated the effectiveness of these interventions. Moreover, none of the selected studies monitored the evolutionary implications of parental competence on the development of children born from ART