Experiences of adults abused as children after discharge from inpatient treatment: Informal social support and self-care practices related to trauma recovery

This qualitative study explored adults’ perceptions of experiences that were helpful and unhelpful to their recovery from the traumatic effects of childhood physical and sexual abuse. The authors conducted in-depth interviews with 30 participants approximately 6 months after discharge from an inpatient trauma treatment program. Participants reported that barriers to recovery postdischarge were lack of follow-up support immediately after discharge, social isolation, lack of friends, problems with partners, and lack of emotional support from family members. Facilitating factors were concrete support from family and friends; emotional support, particularly from friends; developing a social network unrelated to the abuse history; and continuing self-care strategies learned in the inpatient program. Implications for community-based mental health professionals are discussed

Functional Role of Zebrafish TLR Proteins

Project summary. Influenza virus infections lead to significant illness, mortality, and social disruption worldwide. Herein, the first studies establishing the zebrafish as a model for human influenza infection are presented and it is shown that influenza infection proceeds and can be resolved through similar mechanisms in zebrafish and humans (Gabor, et al.). Our laboratory has previously characterized a fish rhabdovirus infection model in the zebrafish (Phelan, et al.)

Parental Child Abduction: Practice Guidelines for Social Workers

Parental child abduction is a social problem that has an impact on a growing number of families. lt is now likely that social workers will encounter families affected by parental child abduction at some point during the course of their practice. To best serve these families, social workers need to be knowledgeable about parental child abduction and about strategies available to respond to the myriad of related issues. For this thesis, a survey was conducted of thirty-one missing children\u27s agencies across the United States in order to identify agency perceptions of social workers\u27 knowledge about parental child abduction, and social worker interventions before, during, and after abduction occurs. Eleven agencies (a 35% return rate) elected to participate. Survey results indicate that social workers are perceived as uninformed about parental child abduction issues and as having important, varying roles to play. The findings are presented here as practice guidelines

Teaching Sustainability in Higher Education: Pedagogical Styles that Make a Difference

The challenge of teaching sustainable development in higher education can mean that students—as future citizens—are left without insight, commitment, or a sense of their position regarding meaningful beliefs and actions related to sustainability. A paradox arises when educators approach a sustainability curriculum that has the potential to transform students’ thinking and actions, with a reductive and non-substantive pedagogy. This paper uses an epistemological and pedagogical analysis of relevant literature to redefine, clarify, and provide a more systematic and holistic understanding of a transformative pedagogy required for learning. The central thesis juxtaposes three sustainability curricular positions with three pedagogical models that vary decidedly in their emphasis on the prerogative of the learner’s prior knowledge and beliefs, the engagement of the learner, and the potential for critical thinking and transformative learning. It is found that a transformative pedagogy overcomes and eliminates the paradox, helping societies become more sustainable.  Parce que l’enseignement du développement durable représente un vrai défi pour les éducateurs, les étudiants sont privés de connaissance, d’engagement, et de compréhension de leur position à mieux connaître et à maîtriser tous les aspects du développement durable. Un paradoxe se pose lorsque les éducateurs abordent un programme d’études sur le développement durable avec le potentiel de transformer la pensée et les actions des étudiants avec une pédagogie réductrice. Une analyse épistémologique et pédagogique de la littérature a été utilisée pour redéfinir, clarifier et prévoir une compréhension plus systématique d’une pédagogie transformative nécessaire pour l’apprentissage du développement durable. La thèse centrale juxtapose trois positions curriculaires pour enseigner le développement durable avec trois modèles qui varient résolument dans leur accentuation sur l’apprenant et sa connaissance préalable, son engagement et son potentiel de la pensée critique et de l’apprentissage transformateur. L’article révèle que la pédagogie transformative surmonte et élimine le paradoxe, et ainsi aide la société à devenir plus durable

Effects of chronic widespread pain on the health status and quality of life of women after breast cancer surgery

BACKGROUND: Most research and treatment of post-breast cancer chronic pain has focused on local or regional pain problems in the operated area. The purpose of this pilot study was to compare and contrast the pain characteristics, symptom impact, health status, and quality of life of post-breast cancer surgery women with regional chronic pain versus those with widespread chronic pain. METHODS: A cross-sectional, descriptive design compared two groups of women with chronic pain that began after surgery: regional pain (n = 11) and widespread pain (n = 12). Demographics, characteristics of the surgery, as well as standardized questionnaires that measured pain (Brief Pain Inventory (BPI), Short Form McGill Pain Questionnaire (MPQ-SF)), disease impact (Fibromyalgia Impact Questionnaire (FIQ), Functional Assessment of Cancer Therapy-Breast (FACT-B)), health status (Medical Outcomes Short Form (SF-36)) and quality of life (Quality of Life Scale (QOLS)) were gathered. RESULTS: There were no significant differences between the groups on any demographic or type of surgery variable. A majority of both groups described their pain as aching, tender, and sharp on the MPQ-SF. On the BPI, intensity of pain and pain interference were significantly higher in the widespread pain group. Differences between the two groups reached statistical significance on the FIQ total score as well as the FACT-B physical well-being, emotional well-being and breast concerns subscales. The SF-36 physical function, physical role, and body pain subscales were significantly lower in the widespread pain group. QOLS scores were lower in the widespread pain group, but did not reach statistical significance. CONCLUSION: This preliminary work suggests that the women in this study who experienced widespread pain after breast cancer surgery had significantly more severity of pain, pain impact and lower physical health status than those with regional pain

Їдемо з Новóї Каховки до Асканії-Новóї

A number of universities worldwide have created new courses and degrees or modified existing ones, as a response to the increasing interest by companies to hire sustainability literate graduates. However, many of such courses have been developed with a focus on 'hard' technocentric or managerial issues. The examples that have been published in academic journal have tended to be descriptive, and in only a limited number of cases have they been based on theories of teaching and learning. This paper presents the process of designing and delivering a new course on organisational change management for sustainability for the BA Environment and Business degree at the University of Leeds. The course was developed based on holism and a constructivist position to help deal with the complexities of sustainability and organisational change management. The course objective was to educate students as sustainability change agents by dealing with the complexities of sustainability and 'soft' issues in organisational change management. The process had three key elements: (1) the learning outcomes; (2) the course delivery; and (3) the course assessment (including feedback). During the process a number of challenges had to be overcome. The paper provides a more complete, systematic, robust, and focused approach to education for sustainable development, specifically on course design and delivery, by using theories of teaching and learning and linking the course aims, delivery, and assessment. The paper integrates education for sustainability development and corporate sustainability into a relatively new discipline, organisational change management for sustainability