Teachers' experiences with student bullying in five rural middle schools

Bullying is a common form of school violence, which is a major issue of concern for students, parents, teachers, and administrators across the country. Episodes of school violence beginning in the 1990s have created a national focus on school safety and the problems associated with bullying. Schools across the country are attempting to deal with the problem of student bullying by writing anti-bullying policies, instituting bully-prevention programs, and developing character-education programs. Because teachers spend the most time with and around students, they are often the most familiar with the issues their students face. They have the opportunity to observe bullying as it takes place in schools. The purpose of this study was to investigate teacher experiences with student bullying. Data were collected from interviews with 13 different teachers in 5 rural middle schools. Information from the interviews was divided into three domains: Teachers‘ Experiences with Student Bullying; Interventions; and Professional Development and Participation in the Development of Policy. Interviews revealed a diverse set of teacher experiences with student bullying as told through each teacher‘s story. Several common categories emerged from the data including: (a) dimensions of bullying, (b) discrimination and harassment, (c) adolescent behavior and development, (d) the secrecy of bullying, and (e) teachers‘ perceptions. The second domain included interventions which teachers considered to be effective or ineffective. The following types of interventions emerged from the teacher interviews: (a) observation of student behavior, (b) trusting relationship, (c) counseling students, (e) involving others, (f) and unsure how to handle the situation. The last section listed the types of professional development teachers had been exposed to, and whether or not teachers had participated in the development of anti-bullying policy. Information gathered from the interviews revealed that teachers thought bullying was a serious issue for schools and it was important for them to be able to know and recognize bullying when it happens. Teachers also said that bullying can happen in many forms including physical, verbal, emotional, and psychological. They said socialization and the developmental changes middle school students go through tend to compound bullying. Teachers were divided as to the impact of the rural environment on student bullying but agreed that their schools probably experience less bullying than schools serving more urban or suburban populations. The most frequent intervention teachers discussed was the development of a trusting relationship between teachers and students. Teachers also listed team teaching and character-education programs as effective interventions for dealing with student bullying. The interviews revealed that very few teachers had experienced any sort of professional development in relation to student bullying, and very few had been involved with the development of anti-bullying policy

Novel metallic implantation technique for osteochondral defects of the medial talar dome: A cadaver study

BACKGROUND AND PURPOSE: A metallic inlay implant (HemiCAP) with 15 offset sizes has been developed for the treatment of localized osteochondral defects of the medial talar dome. The aim of this study was to test the following hypotheses: (1) a matching offset size is available for each talus, (2) the prosthetic device can be reproducibly implanted slightly recessed in relation to the talar cartilage level, and (3) with this implantation level, excessive contact pressures on the opposite tibial cartilage are avoided. METHODS: The prosthetic device was implanted in 11 intact fresh-frozen human cadaver ankles, aiming its surface 0.5 mm below cartilage level. The implantation level was measured at 4 margins of each implant. Intraarticular contact pressures were measured before and after implantation, with compressive forces of 1,000-2,000 N and the ankle joint in plantigrade position, 10 dorsiflexion, and 14 plantar flexion. RESULTS: There was a matching offset size available for each specimen. The mean implantation level was 0.45 (SD 0.18) mm below the cartilage surface. The defect area accounted for a median of 3% (0.02-18) of the total ankle contact pressure before implantation. This was reduced to 0.1% (0.02-13) after prosthetic implantation. INTERPRETATION: These results suggest that the implant can be applied clinically in a safe way, with appropriate offset sizes for various talar domes and without excessive pressure on the opposite cartilag