肿瘤化疗患者的心理分析和指导

肿瘤是一种常见的恶性疾病、病死率很高,化疗是主要治疗方法。由于化疗毒副作用较大,会引起肿瘤患者出现生理上和心理上较大的变化,产生烦躁、焦虑、沮丧等心理活动,并有可能引起病情的恶化,因此极有必要对病人进行心理指导。本文从心理方面对化疗患者进行指导探讨,使医务人员在治疗过程中能帮助患者减轻痛苦,体现人道主义精神。     

早产儿视网膜病变——现阶段难以逾越的鸿沟

早产儿视网膜病变（ROP）纠纷频频,根源在哪里？本文结合案例,回顾历史,就ROP的发病、临床与研究进展,拓展思路,从另一角度,阐述了ROP预防与治疗存在的问题和问题的关键,阐述了ROP发生的根本原因和相关因素,阐述了ROP纠纷的根源和有待解决的问题以及我们应该选择的道路与梦想。     

从中外医学教育标准的差异看医学生的人文素质培养

通过中外医学教育标准在知识目标、技能目标、职业价值观上的若干差异的比较,探讨人文素质,包括医生职业价值观念、医学人文知识、“批判性思维”能力和交流技巧、沟通能力的培养等在国际医学教育标准的重要地位,并对改进我国医学教育的人文内涵提出建议。     

疾病负担综合性指标DALYs及精神障碍的疾病负担

1990年WHO和世界银行提出了评价疾病负担的综合性指标伤残调整生命年（DALYs）,该指标采用客观定量的方法,综合评价各种疾病因早逝或残疾造成的健康生命年的损失。本文对DALYs的设计思路、主要优缺点、在全球疾病负担（GBD）研究和精神障碍及相关心理行为问题所致疾病负担中的应用情况进行阐述。     

Interdisciplinary research and interprofessional collaborative care in a memory clinic for rural and northern residents of western Canada: Unique training ground for clinical psychology graduate students

Abstract: In Canada, interprofessional education (IPE) and interdisciplinary health research initiatives are beginning to transform the academic health sciences, including graduate training programs for clinical psychologists. In response to mandates and directives from national health policy and research funding bodies, academic training programs are re‐structuring course offerings, practicum training experiences, and research activities to better prepare students for their future roles within interdisciplinary research groups and collaborative patient‐centred clinical teams. As an example of this transformative movement in IPE, described herein are the recent training initiatives in the Graduate Program in Clinical Psychology at the University of Saskatchewan, and the role of clinical neuropsychology in an innovative interprofessional rural and remote memory clinic.     

Teaching and Doing Philosophy of Education: The Question of Style

This paper explores the practice of teaching philosophy, and particularly philosophy of education, in a higher education context. Starting from a critical discussion of some of the literature on teaching and learning in higher education, I introduce the notions of philosophical style and temperament and suggest that exploring these notions, the problems they raise, and their implications for issues to do with our own identity as philosophers and as teachers, can enrich our understanding of the practice of teaching philosophy in higher education and our ability to reflect on and possibly improve our own teaching practice.     

Spiritual practices children understand: an analysis of Madeleine L’Engle’s fantasy,A Wind in the Door

The following essay is a close reading of Madeleine L’Engle’s science fantasy novel, A Wind in the Door, in which young Meg Murry travels first to outer space and then into her younger brother’s ailing cells. The novel is a fine example of high fantasy (also known as heroic fantasy) wherein a humble protagonist is called to a quest to fight a cosmic battle between good and evil. The essay analyzes specific expressions of evil in the novel: impersonality, narcissism, despair and blind empiricism. Meg’s quest demonstrates particular spiritual practices that promote spiritual maturation and the ability to overcome evil: ‘kything’, Naming, deepening and holding. L’Engle portrays these practices in a fresh way that can help both children and adults incorporate them into their day‐to‐day lives. Moreover, there are links between kything and holding and the metta and tonglen, two types of Buddhist meditation. L’Engle affirms children’s innate relational consciousness and presents spiritual practices that are relational, non‐sectarian, practical, and eminently hopeful.     

Disciplinary sanctioning of students with intellectual disabilities: revisiting the status liability hypothesis

We examined the impact of disability status on disciplinary sanctioning of a student committing a minor versus severe behavioral infraction. We used the status liability hypothesis as a framework. This hypothesis suggests that individuals with a higher personal status receive sanctioning differentially based on the severity of offense. Specifically, individuals of high status are predicted to be sanctioned less severely than persons with lower status given a minor offense. The hypothesis also predicts that individuals accorded high status will receive more punitive sanctioning when the act of deviance from social norms is perceived as severe. Pre-service teachers were randomly assigned to judge the behavior of a student with or without an intellectual disability committing a behavioral offense. A student with an intellectual disability was seen as influenced by dispositional factors, regardless of the offense, while a student without a disability who committed a minor offense was seen as influenced by situational factors. The behavior of a student with an intellectual disability was judged as less severe, and the student was 50% less likely to incur an in-school suspension. When a student with an intellectual disability was sanctioned, the length of suspension was equal to that of a student without a disability.