Learning from parents' stories about what works in early intervention

Using a multiple case study approach, this ethnography examined the experiences of parents of children deemed at risk for developmental delays or disabilities who had received early intervention (EI) services (birth to age 3 years) in a large urban location in Western Canada. Participants (11 adult parents and 7 children) were drawn from six families. Methods of data collection included focus groups (FG), face‐to‐face interviews and file reviews. Member check and expert reviews were conducted throughout data collection and data analyses as part of the validation process in this ethnography. Qualitative content analyses followed by thematic analyses highlighted the implementation of family‐centred practices (FCP) as a main theme. Parents identified how EI professionals using FCP embraced collaborative practices. FCP resulted in parents leading the EI process for their children. More specifically, EI professionals shared strategies and information to support parents in gaining a deeper understanding of their children's individual developmental characteristics. Parents expressed how empowering this level of understanding was for them as they learned to articulate what were their children's needs for developmental, health and educational services. Recommendations for future research include inquiring about parents' experiences for families of diverse constellations and/or residing in smaller urban or rural communities.     

Developmental trajectory in the relationship between calculation skill and finger dexterity: A longitudinal study

A 2‐year longitudinal study of 33 children aged 4–6 years was conducted to clarify the developmental relationship between calculation skill and finger dexterity, as well as the selectivity of the predictive power of finger dexterity on later calculation skill. We examined individual developmental change in the relationship between addition performance and finger dexterity and observed whether children fit a linear developmental pattern. Multiple regression analysis showed that participants' performance on addition tests was strongly predicted by their finger dexterity. However, their performance on vocabulary tests was not strongly influenced by finger dexterity. These findings suggest that calculation skill in children aged 4–6 years is strongly related to finger dexterity.     

Reclaiming professional identity through postgraduate professional development: careers practitioners reclaiming their professional selves

Careers advisers in the UK have experienced significant change and upheaval within their professional practice. This research explores the role of postgraduate-level professional development in contributing to professional identity. The research utilises a case study approach and adopts multiple tools to provide an in-depth examination of practitioners' perceptions of themselves as professionals within their lived world experience. It presents a group of practitioners struggling to define themselves as professionals due to changing occupational nomenclature resulting from shifting government policy. Postgraduate professional development generated a perceived enhancement in professional identity through exposure to theory, policy and opportunities for reflection, thus contributing to more confident and empowered practitioners. Engagement with study facilitated development of confident, empowered practitioners with a strengthened sense of professional self.     

食管裂孔疝的外科治疗进展

食管裂孔疝即腹腔内脏器经食管裂孔疝入胸腔,并引发烧心、反酸等消化道及其他非消化道症状。按其解剖及临床表现可分为四型。通过病史采集、体格检查及一系列客观检查可以明确食管裂孔疝的诊断、分型及疾病进展程度。食管裂孔滑动疝并发反流、食管裂孔旁疝合并明显症状、混合型及多器官型食管裂孔疝或内科治疗效果不佳的通常应优先考虑手术治疗,以消除疝形成的因素,控制胃食管反流。食管裂孔疝手术目前通常采取腹腔镜下疝修补、补片加强及胃底折叠术,同时也存在食管延长、胃固定等其他替代术式。围手术期通过积极地控制风险因素,有助于降低各类术中、术后并发症风险及复发率。对复发、儿童及肥胖等特殊患者,也应视患者条件积极实施手术治疗。随着研究的进一步深入,食管裂孔疝手术在手术入路、补片材料、复发及并发症控制、日间手术模式应用等方面将取得更大的进展。     

Problematic,absent and stigmatizing diagnoses in current mental disorders classifications: Results from the WHO-WPA and WHO-IUPsyS Global Surveys

This study examined English- and Spanish-speaking psychologists’ and psychiatrists’ opinions regarding problematic, absent and stigmatizing diagnoses in current mental disorders classifications (ICD-10 and DSM-IV), and their perceived need for a national classification of mental disorders. Answers to open-ended questions included in WHO-WPA and WHO-IUPsyS surveys were examined using an inductive content-analysis method. A total of 3,222 participants from 35 countries were included. The most problematic diagnostic group was personality disorders, especially among psychiatrists, because of poor validity and lack of specificity. Complex posttraumatic stress disorder was the most frequent diagnosis suggested for inclusion, mainly by psychologists, to better account for the distinct processes and consequences of complex trauma. Schizophrenia was the diagnosis most frequently identified as stigmatizing, particularly by psychiatrists, due to lack of public understanding or knowledge about the diagnosis. Of the 14.4% of participants who perceived a need for a national classification system, two-thirds were from Africa or Latin America. The rationales provided were that mental disorders classifications should consider cultural and socio-historical diversity in the expression of psychopathology, differences in the perception of what is and is not pathological in different nations, and the existence of culture-bound syndromes. Implications for ICD-11 development and dissemination are discussed.     

The “impact factor style of thinking”: A new theoretical framework

Over the last few years, university policy in developed countries has placed too much emphasis on assessing publications on the basis of the impact factor. Any scientific material that has not been published in a journal indexed in the Journal Citation Reports is academically irrelevant. Hence, researchers strive hard to publish in such journals. Failure to achieve this means not having a successful career or receiving any academic recognition. A thorough analysis of the effects of this phenomenon on the researcher community leads to the conclusion that the overestimation of the impact factor is likely to cause disappointment among many researchers. Researchers only have two options: adopting a politically correct behavior, that is, following the “impact factor style of thinking”, or accepting the futility of their research regardless of its relevance. This is an example of the involvement of university policy habitus obsessed impact index. O policy impact index is accepted, or is doomed to academic ostracism, and exclusion from participation in all university policy.     

管理者核心自我评价对下属组织公民行为的影响：道德式领导和集体主义导向的作用

采用配对问卷调查法, 以150位管理者和464位下属为研究对象, 考察了管理者核心自我评价对下属组织指向和人际指向公民行为的影响以及道德式领导和下属集体主义导向在其中的作用。跨层次分析结果表明：管理者核心自我评价对下属公民行为有显著正向影响; 道德式领导在管理者核心自我评价与下属公民行为关系中有中介作用; 下属集体主义导向在道德式领导与公民行为关系中具有调节作用, 表现为道德式领导对公民行为的正向影响对高集体主义导向的员工来说更明显。文章揭示了管理者核心自我评价对下属公民行为的影响效果、内在机制和作用条件, 也在一定程度上支持了领导有效性研究的特质-行为整合视角模型。     

大学生学习适应量表的编制

对当代大学生学习适应问题进行了深入分析,在有关研究的基础上,探讨了当代大学生学习适应的主要因素,并编制一套适合当代大学生学习适应的测验。对四类院校918名大学生进行了施测,对调查数据进行了探索性因素分析和验证性因素分析。探索性因素分析结果表明,大学生学习适应的主要因素包括学习动机、教学模式、学习能力、学习态度、环境因素等5个方面;验证性因素分析结果表明,所提取的5个因素与构想模型拟合较好,测验具有较好的信、效度