乙肝病毒感染儿童面临的社会伦理学问题

我国是乙型病毒性肝炎高发区,母婴传播感染是一条极其重要且不易阻断的感染途径,由母婴传播导致的儿童乙肝病毒感染问题,不仅仅是现阶段我国严重的公共卫生问题,同时也是严重的社会伦理问题.HBV感染儿童在成长过程中所面临的社会歧视和自身权利保障是每一个患儿家庭迫切关心的,也是社会伦理学工作者的研究范畴.     

病毒性肝炎临床试验使用安慰剂的伦理学问题

１　临床试验的医德原则医学的进步是以研究为基础的,而研究的最终过程在一定程度上均有赖于以人类为对象的实验。临床试验是以治疗为目的的医学研究;也是新药得以批准正式使用前所必须完成的重要步骤。当前,绝大多数治疗措施均有一定风险。因此,治疗研究必须在保证不...     

第三次国际生命伦理学学术会议主题报告：：生命伦理学和社会责任

第三次国际生命伦理学学术会议主题报告：生命伦理学和社会责任美国威斯康星大学教授国际生命伦理学学会主席ＤａｎｉｅｌＷｉｋｌｅｒ什么是生命伦理学家？假定我们可以通过描述生命伦理学这个领域的主题来定义这个角色,然而,生命伦理学的主题一直在变化。生命伦理学已...     

走向深层发展伦理学——贝克风险社会理论的发展伦理学意蕴

对发展伦理学而言,贝克“风险社会理论”的根本方法论意义,在于启发我们思考这样一个问题:“应该用什么方法、在什么层面上建构发展伦理学”?贝克风险社会理论对明确发展伦理学的研究视域、学理层次、研究平台等具有重要方法论启示。     

解决“乙肝”问题亟须“四化”

乙型病毒性肝炎是一个严重的社会问题,而不是简单的医患之间的医疗和接受医疗的问题,它涉及到医疗机构、制药厂家以及社会、家庭、婚姻、就业等很多问题。要想从根本上解决乙型病毒性肝炎所带来的诸多问题需要全社会共同努力,形成一种“社会监督法制化、诊疗方案规范化、社会关爱人性化、具体施治个性化”的格局。     

伦理学发展面临的挑战、困境和出路

当代中国伦理学在取得巨大进步的同时,也面临着一些挑战和困境.它们主要表现在伦理学的学科性质、出发点和目的以及道德原则等方面.这需要从现代伦理学的发展趋势、唯物史观的人本理念、个人与集体的关系、马克思的\"三形态理论\"以及目的和手段的相互转化等方面对此进行回应和探讨.     

解决"乙肝"问题亟须"四化"

乙型病毒性肝炎是一个严重的社会问题,而不是简单的医患之间的医疗和接受医疗的问题,它涉及到医疗机构、制药厂家以及社会、家庭、婚姻、就业等很多问题.要想从根本上解决乙型病毒性肝炎所带来的诸多问题需要全社会共同努力,形成一种"社会监督法制化、诊疗方案规范化、社会关爱人性化、具体施治个性化"的格局.     

生命伦理学面临的新挑战

生命伦理学的兴起是在现代生物医学进步和社会发展的背景下,传统与现代道德观念之间发生了冲突,另一方面,现代生物医学技术和生命科学一系列革命性发展也引发前所未有的伦理争论。自1953年DNA双螺旋结构确立,基因技术取得重大突破,到20世纪60年代现代临床医学技术（如体外受精、器官移植、生命维持等）的应用极大地扩展医学能力的同时,也引发了诸多新的道德难题和伦理困惑。时至今日,医学技术越来越多地成为对社会需要的反应,而不仅仅是对疾病的反应,医疗卫生制度的结构、筹资和管理机制越来越影响着医疗活动,这一切都对生命伦理学构成了新的挑战。

     

生育健康的伦理学基础:个人本位还是社会本位

随着“以妇女为中心”生育健康概念的提出,女性的健康与他们在社会中享有权利的关系正引起人们的关注。然而,如何实现女性有生育过程中的主体地位,解决她们所面临的与社会选择的矛盾,在很大程度上取决于特有的社会伦理背景以及所遵循的价值原则。由于中国与西方的社会伦理发展轨迹的差异,构建生育健康的伦理框架和强调女性生育自主权的努力方向也应异于西方。     

成人复苏的伦理学问题

成人复苏的伦理学问题［美］ＴｉｍｅｔｈｙＪＣｒｉｍｍｉｎｓ一、决定做出的价值患者自主权在医疗决定做出中已成为占优势的价值。有能力的并知情的个体道义上有权同意或拒绝医疗干涉。医师有责任确定患者的决定做出能力并为他／她提供足够的情报以使其做出知情决定。然...     

The Problem with Sex According to Buddhism

Abstract : This essay offers a primer for readers unfamiliar with Buddhist sexual ethics. Sex is a problem for Buddhism because it epitomizes the human predicament and the difficulty of its resolution. The essay begins with religious views of the human predicament and its resolution, and how these views shape religious ethical systems. Next follows a brief section on the Buddha and his teachings about human existence and ethical living, focusing particularly on the ultimate goal of liberation from the unsatisfactoriness of a life driven by desire. Given Buddhism's historic emphasis on a renunciatory ideal modeled by a monastic community, a substantial portion of the essay examines the disciplinary rules and sexual behaviors of Buddhist monks and nuns. Sexual ethics for lay Buddhists and non‐conventional sexual categories round out the essay.     

妊娠期肝内胆汁淤积症研究中的认识论

妊娠期肝内胆汁淤积症是一种常见的妊娠晚期并发症,临床上以皮肤瘙痒和黄疸为特征,伴有胆汁酸、肝酶等生化指标的异常。其对母体影响较小,但可以引起早产、胎窘和不明原因的死胎,对围生儿的严重危害使其受到了产科医生的重视。因此,有必要通过回顾妊娠期肝内胆汁淤积症的认识过程来看医学认识发展中所体现的哲学观点。     

我国乙型肝炎病毒携带者健康权现状分析

乙型肝炎病毒携带者健康权包括医疗保障权、劳动权、受教育权以及包括婚姻、家庭、社会交往在内的其他生活平等权。本文分析了我国乙肝携带者健康权现状,对我国近年来的乙肝维权工作进行回顾,并从减轻医疗费用负担、规范医疗市场、完善法律法规、推动非政府组织的发展等方面对维护和保障乙肝携带者健康权提出建议。     

儿童应对权威的矛盾解决策略研究

本文采用两难故事法对儿童(7～17岁)在与三种权威(父母、教师与社会上的成人)发生两难冲突时所采取的矛盾解决策略进行了研究,结果发现儿童与权威发生矛盾时所采取的解决策略存在(1)显著的对象差异,即儿童对教师更倾向接受策略,儿童对父母更倾向协商策略,儿童对社会更倾向拒绝策略;(2)显著的年龄差异,即随着年龄增长,儿童从接受权威的观点发展为坚持自己观点;(3)男女儿童,不同地区儿童应对权威的矛盾解决策不存在显著差异。     

Understanding Children with War-Zone Traumatic Stress Exposed to the World's Violent Environments

This article discusses the common and unique configurations of stress responses of children to traumatizing experience in the world's warzones like Bosnia-Herzegovina, Croatia, Rwanda, Liberia, Mozambique, El Salvador, the Middle East, and other nations caught up in the throes of declared and undeclared wars. Children are the most vulnerable, and suffer the greatest. The new concepts of warzone traumatic stress (WZTrS) and warzone traumatherapy (WZTrT) are presented to expand the discussion of the treatment of warzone children beyond today's exclusive focus either on intrapsychic factors alone or on material-resource replenishing alone. These terms are an alternative to current approaches to treatment in which a discrete stressor has been identified as the responsible toxic agent that produced the child's symptoms. Most warzone children have experienced a multiplicity of stressors—a virtual matrix of violent war stressors. The WZTrT model recognizes that the mental, social, and cultural needs of traumatized children change over time—from the time they are exposed to raging toxic war stressors to the time when war hostilities end. Thus warzone traumatherapy attempts to address the child's needs on a continuum based upon a time-referenced intervention model. The model presented here acknowledges the child's adaptational strengths, and the multitheoretical employing of psychodynamic, cognitive, and behavioral techniques grounded in cultural/racial sensitivity and indigenous folk medicine as indispensable tools in warzone therapy for children. Additionally, the model takes into account the special features of relevant international policies of the United Nations (UN) and Non-Governmental Organizations (NGOs) geared to assist in the recovery and integration of warzone traumatized children. WZTrT embraces Western models of interventions integratively and flexibly employed with the personal, cultural, social, spiritual, and economic factors existing in the world of the traumatized child. Hopefully, the article will contribute to creating innovative ways of conceptualizing the mental, physical, social, cultural, and economic needs of warzone children in order to advance conceptual, technical, scientific, and practical aspects of child-relevant warzone interventions.     

Interventions to Address the Academic Impairment of Children and Adolescents with ADHD

There exists a strong link between ADHD and academic underachievement. Both the core behavioral symptoms of ADHD and associated executive functioning deficits likely contribute to academic impairment. Current evidence-based approaches to the treatment of ADHD (i.e., stimulant medication, clinical behavior therapy and classroom behavioral interventions) have demonstrated a robust impact on behavioral variables such as attention and disruptive behavior within classroom analogue settings; however, their efficacy in improving academic outcomes is much less clear. Although surprisingly few treatment outcome studies of ADHD have attempted to incorporate interventions that specifically target academic outcomes, the studies that are available suggest that these interventions may be beneficial. The state of the treatment literature for addressing academic impairment in children and adolescents with ADHD will be reviewed herein, as well as limitations of current research, and directions for future research.     

留守儿童心理健康状况影响因素分析及对策思考

留守儿童是一个需要予以高度重视的群体,其心理健康问题检出率较高,心理健康状况令人堪忧;其心理问题是学校、社会、父母、监护人与留守儿童自身等多种因素交互作用的产物;通过多元互动,即加强社区、学校、父母、监护人与留守儿童的互动,可促进留守儿童心理健康发展。     

动态测验对“数学学习困难”儿童的进一步甄别

本研究意在考查动态测验对数学学习困难儿童作进一步程度区分的有效性。以传统且常用的数学学习困难鉴别方式和标准选取30名四年级数学学习困难儿童为实验组,30名同年级智力匹配儿童为对照组,以Swanson认知加工测验(S-CPT)的4个子测验为测量工具对被试进行动态测验。结果发现：(1)在传统数学学习困难鉴别方式的基础上,动态测验的“潜在认知能力”指标可以对儿童数学成绩增加19%的预测力;(2)以“潜在认知能力”指标为依据能够将数学学习困难儿童进一步区分为“发展落后”和“发展缺陷”两个水平;(3)“发展落后”儿童一年内数学成绩发生了增长性变化,与正常儿童水平相当,而“发展缺陷”儿童的数学成绩没有变化。研究证实关注潜能指标的动态测验范式在快速、准确甄别数学学习困难儿童上具有独特效用。     

The Koala Fear Questionnaire: Its Relationship with Fear of Storms and Hurricanes in 4- to 14-Year-Old Antillean Children

The present study further investigated the reliability and validity of the recently developed Koala Fear Questionnaire (KFQ) in a large sample of 4- to 14-year-old school children (N = 378) who lived on Sint-Maarten, The Netherlands Antilles. The results confirmed that the KFQ is a reliable scale with good internal consistency. Furthermore, evidence was obtained for the concurrent validity of the scale. That is, KFQ scores were substantially correlated with a highly relevant fear of the children on Sint-Maarten, namely fear of storms and hurricanes. Finally, psychometric properties in the younger children of our sample were highly similar to those obtained in older children. Altogether, these findings provide further support for the notion that the KFQ is a reliable and valid scale for assessing fears and fearfulness in children aged 4 years and above.