163 research outputs found
No sign of harm : issues for disabled children communicating about abuse
While all children may be the victims of abuse, disabled children are particularly vulnerable. This paper explores the views of professionals working with children using alternative/augmented communication systems on the issues relating to communication about abuse. Interviews were carried out with 20 staff from eight establishments for disabled children across Scotland. It describes the range of alternative/augmented communication systems used and the barriers to communication about abuse. Staff generally accepted the importance of providing the appropriate vocabulary in augmented communication systems, but systems that provide such vocabulary were not widely used. Staff considered that a major difficulty concerned the level of understanding disabled children might have about concepts of abuse. They were unsure how the appropriate vocabulary could be introduced in a natural way and how links could be made between the signs and their meanings. Staff saw themselves as those most able to protect the children, but it was felt that discovery of abuse was more likely to come from them noticing physical signs, behaviour or mood changes than from the child communicating explicitly about abuse. The need for appropriate training and increased coordination between social work, health and education is highlighted
HSV-2 Infection of Dendritic Cells Amplifies a Highly Susceptible HIV-1 Cell Target
Herpes simplex virus type 2 (HSV-2) increases the risk of HIV-1 infection and, although several reports describe the interaction between these two viruses, the exact mechanism for this increased susceptibility remains unclear. Dendritic cells (DCs) at the site of entry of HSV-2 and HIV-1 contribute to viral spread in the mucosa. Specialized DCs present in the gut-associated lymphoid tissues produce retinoic acid (RA), an important immunomodulator, able to influence HIV-1 replication and a key mediator of integrin α4β7 on lymphocytes. α4β7 can be engaged by HIV-1 on the cell-surface and CD4+ T cells expressing high levels of this integrin (α4β7high) are particularly susceptible to HIV-1 infection. Herein we provide in-vivo data in macaques showing an increased percentage of α4β7high CD4+ T cells in rectal mucosa, iliac lymph nodes and blood within 6 days of rectal exposure to live (n = 11), but not UV-treated (n = 8), HSV-2. We found that CD11c+ DCs are a major target of HSV-2 infection in in-vitro exposed PBMCs. We determined that immature monocyte-derived DCs (moDCs) express aldehyde dehydrogenase ALDH1A1, an enzyme essential for RA production, which increases upon HSV-2 infection. Moreover, HSV-2-infected moDCs significantly increase α4β7 expression on CD4+ T lymphocytes and HIV-1 infection in DC-T cell mixtures in a RA-dependent manner. Thus, we propose that HSV-2 modulates its microenviroment, influencing DC function, increasing RA production capability and amplifying a α4β7highCD4+ T cells. These factors may play a role in increasing the susceptibility to HIV-1
Assessment and intervention issues and models in School Psychology : the case of Europe and North America
As práticas da Psicologia Escolar parecem ser cada vez mais marcadas pelas necessidades de referenciação/diagnóstico
de crianças para o subsistema de educação especial, em detrimento do desenho e implementação de intervenções
dirigidas aos problemas especÃficos dos alunos. A aparente insatisfação dos psicólogos escolares com essa tendência,
bem como as dificuldades na utilização de modelos categoriais de diagnóstico em contexto escolar, têm dado origem
à progressiva implementação de modelos alternativos de avaliação e intervenção, principalmente de modelos Response
to Intervention, Curriculum-Based Measurement e Problem Solving. A controvérsia quanto à natureza verdadeiramente
alternativa desses modelos parece, no entanto, longe de se esgotar. Neste artigo são discutidas vantagens e limitações
dos diferentes modelos, de acordo com a melhor evidência disponÃvel na literatura, e são ainda equacionadas as suas
implicações nas práticas da Psicologia Escolar. Practices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system
of special education instead of being focused on the design and implementation of interventions for students with
specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with
categorical diagnostic models within the school context have stimulated a movement toward the implementation of
alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement
and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from
being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to
the best evidence available. We also consider the implications for practices in School PsychologyPractices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system
of special education instead of being focused on the design and implementation of interventions for students with
specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with
categorical diagnostic models within the school context have stimulated a movement toward the implementation of
alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement
and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from
being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to
the best evidence available. We also consider the implications for practices in School Psychology(undefined
Les représentations mentales de l’enfant chez les parents : situation, illustrations et réflexions sur les catalyseurs de changements en évaluation thérapeutique de l’enfant
Factors affecting the implementation of the NSW Department of School Education child protection curriculum
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