Base de dados : MEDLINE
Pesquisa : M01.526.702.500 [Categoria DeCS]
Referências encontradas : 334 [refinar]
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[PMID]:29447172
[Au] Autor:Alemayehu AM; Belete GT; Adimassu NF
[Ad] Endereço:Department of Optometry, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia.
[Ti] Título:Knowledge, attitude and associated factors among primary school teachers regarding refractive error in school children in Gondar city, Northwest Ethiopia.
[So] Source:PLoS One;13(2):e0191199, 2018.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:INTRODUCTION: Refractive error is an important cause of correctable visual impairment in the worldwide with a global distribution of 1.75% to 20.7% among schoolchildren. Teacher's knowledge about refractive error play an important role in encouraging students to seek treatment that helps in reducing the burden of visual impairment. OBJECTIVE: To determine knowledge, attitude and associated factors among primary school teachers regarding refractive error in school children in Gondar city. METHODS: Institution based cross-sectional study was conducted on 565 primary school teachers in Gondar city using pretested and structured self-administered questionnaire. For processing and analysis, SPSS version 20 was used and variables which had a P value of <0.05 in the multivariable analysis were considered as statistically significant. RESULT: A total of 565 study subjects were participated in this study with a mean age of 42.05 ± 12.01 years. Of these study participants 55.9% (95% CI: 51.9, 59.8) had good knowledge and 57.2% (95% CI: 52.9, 61.4) had favorable attitude towards refractive error. History of spectacle use [AOR = 2.13 (95% CI: 1.32, 3.43)], history of eye examination [AOR = 1.67 (95% CI: 1.19, 2.34)], training on eye health [AOR = 1.94 (95% CI; 1.09, 3.43)] and 11-20 years of experience [AOR = 2.53 (95% CI: 1.18, 5.43)] were positively associated with knowledge. Whereas being male [AOR = 2.03 (95% CI: 1.37, 3.01)], older age [AOR = 3.05 (95% CI: 1.07, 8.72)], 31-40 years of experience [AOR = 0.23 (95% CI: 0.07, 0.72)], private school type [AOR = 1.76 (95% CI: 1.06, 2.93)] and 5th -8th teaching category [AOR = 1.54 (95% CI: 1.05, 2.24)] were associated with attitude. CONCLUSION: Knowledge and attitude of study subjects were low which needs training of teachers about the refractive error.
[Mh] Termos MeSH primário: Conhecimentos, Atitudes e Prática em Saúde
Capacitação de Professores/métodos
[Mh] Termos MeSH secundário: Adulto
Estudos Transversais
Etiópia
Óculos
Feminino
Seres Humanos
Conhecimento
Masculino
Meia-Idade
Erros de Refração/diagnóstico
Erros de Refração/etiologia
Erros de Refração/prevenção & controle
Fatores de Risco
Professores Escolares
Instituições Acadêmicas
Estudantes
Inquéritos e Questionários
Capacitação de Professores/classificação
Baixa Visão
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180309
[Lr] Data última revisão:
180309
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180216
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0191199


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[PMID]:29252209
[Au] Autor:Schumacker RE; Hoi CKW
[Ad] Endereço:Randall Schumacker, Educational Research Hall, University of Alabama, 316 Carmichael, Box 807231, Tuscaloosa, AL 35487-0231, USA, rschumacker@ua.edu.
[Ti] Título:Social Desirability Amongst Chinese Teachers.
[So] Source:J Appl Meas;18(4):408-419, 2017.
[Is] ISSN:1529-7713
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Research has suggested that self-reported responses on surveys can be affected by a participant's tendency toward social desirability, which would prevent them from revealing their true feelings or behaviors. Researchers should provide evidence that their results have not been affected by socially desirable responses using the Marlowe-Crowne Social Desirability Scale (MC-SDS). Past research has used the 33-item original form and 13-item short form of the MC-SDS, although a few researchers have found questionable validation of the 13 item MC-SDS in several populations. Traditional factor analysis failed to converge on a factor structure. Therefore, the current research was conducted using a Rasch dichotomous model analysis on the original 33-item MC-SDS, a 20-item MC-SDS, and the 13-item MC-SDS. Findings indicated that the 33-item MC-SDS had several overlapping items, the 20-item MC-SDS provided a somewhat meaningful measure of social desirability, and the 13-item MC-SDS did not provide sufficient item distribution or separation to produce a meaningful measure. A researcher should check on the factor structure of the MC-SDS when using it in their research, especially with different cultural populations.
[Mh] Termos MeSH primário: Interpretação Estatística de Dados
Modelos Estatísticos
Psicometria/métodos
Professores Escolares/classificação
Professores Escolares/estatística & dados numéricos
Desejabilidade Social
Inquéritos e Questionários
[Mh] Termos MeSH secundário: Adulto
Algoritmos
China
Feminino
Seres Humanos
Masculino
Reprodutibilidade dos Testes
Sensibilidade e Especificidade
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171219
[St] Status:MEDLINE


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[PMID]:27771492
[Au] Autor:Ronto R; Ball L; Pendergast D; Harris N
[Ad] Endereço:Menzies Health Institute Queensland, Griffith University, Parklands Drive, Southport, Queensland, 4222, Australia. Electronic address: rimante.ronto@griffithuni.edu.au.
[Ti] Título:What is the status of food literacy in Australian high schools? Perceptions of home economics teachers.
[So] Source:Appetite;108:326-334, 2017 01 01.
[Is] ISSN:1095-8304
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:The high school setting has been identified as an ideal setting to teach adolescents about healthy dietary behaviours. This study explored home economics teachers' (HETs) views on the role of high schools in enhancing adolescents' food literacy and promoting healthy dietary behaviours. Semi-structured interviews with 22 HETs were conducted. The interview questions focused on the perceived strengths/opportunities and the limitations/barriers in enhancing adolescents' food literacy and healthy dietary behaviours in Australian high schools. Thematic data analysis was used to identify five key themes from the interview transcripts: (1) the standing of food-related life skills; (2) food literacy in the Australian school curriculum; (3) emphasis on resources; (4) learning through school canteens; and (5) building a school to home and community nexus. Overall, HETs reported that home economics was regarded by parents and other school staff to be less important than Maths or English for adolescents to learn in Australian high schools. Some teachers indicated that their schools offered one year compulsory teaching of food related studies which is typically delivered in the leaning areas of Technologies or Health and Physical Education (HPE). However, HETs stated that the time was insufficient to develop sustainable food-related life skills and introduce broader concepts of food literacy such as environmental sustainability. The lack of financial resources and non-supportive school food environments, including school canteens, were reportedly major factors that prevented food literacy education and healthy dietary behaviours of adolescents. Increasing the status of food literacy education in schools would support adolescents to develop food-related life skills and mobilise them as agents of dietary behaviour change in the home setting.
[Mh] Termos MeSH primário: Fenômenos Fisiológicos da Nutrição do Adolescente
Ciências da Nutrição Infantil/educação
Escolaridade
Alfabetização em Saúde
Dieta Saudável
Cooperação do Paciente
[Mh] Termos MeSH secundário: Adolescente
Austrália
Ciências da Nutrição Infantil/recursos humanos
Culinária
Currículo
Características da Família
Feminino
Tecnologia de Alimentos/educação
Tecnologia de Alimentos/recursos humanos
Seres Humanos
Masculino
Percepção
Pesquisa Qualitativa
Professores Escolares
Valores Sociais
Estudantes
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180301
[Lr] Data última revisão:
180301
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161105
[St] Status:MEDLINE


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[PMID]:29376309
[Au] Autor:Rodionova NS; Isaev VA; Vishnyakov AB; Popov ES; Safonova NV; Srorublyovtsev SA
[Ti] Título:[Investigation of the effect of oil and flour from wheat germ meal on lipid metabolism of students and teachers of the university].
[So] Source:Vopr Pitan;85(6):57-63, 2016.
[Is] ISSN:0042-8833
[Cp] País de publicação:Russia (Federation)
[La] Idioma:rus
[Ab] Resumo:The results of investigation of alimentary correction of lipid metabolism under the admin­istration of processed products from wheat germ - oil (with the content of policosanol at least 1.5-8.0 mg/100 g, vitamin E - 180-200 mg/100 g, PUFA - 60-65%) and cake flour (with the content of protein - 30-35%, oil with analogue composition -5-7%, digestible carbohydrates - 45-47%, fiber - 18-26%, vitamins B1, B3, B6, B9, E, PP, minerals and trace elements - Zn, Mn, K, Fe, Se, P) are presented. Volunteers among teachers and students of the university aged 16 to 65 years daily consumed wheat germ oil obtained by cold pressing in an amount of 3.5 g, regardless of the meal within 30 days. Then a part of them (30 persons) consumed daily 50 g of oil cake obtained after pressing oil, which provided the intake of the same amount of oil (3.5 g). Lipid metabolism param­eters were monitored in experiment participants before receiving the processed products of wheat germ, after germ meal intake and beyond 30 and 60 days after consumption of wheat germ. Data analysis was carried out on three age groups: 16-24, 25-44 and 45- 65 years. All participants of the experiment showed a reduction in total cholesterol level by 6-8%, increasing the concentration of HDL cholesterol by 3-24%, lowering LDL cholesterol concentrations by 4-21%, reduction of triglyceride concentration by 12-24%, a positive correction of atherogenic factor values by for 10-25%. Prolonged action of the investigated foods was established: lipid metabolism parameters in the tested group were better than in the control group after 30 days of intake discontinuation of oil or wheat germ flour, the positive adjustment effect disappeared 60 days after consuming the products. The findings demonstrate a positive effect on the normalization of lipid metabolism when cake flour of wheat germ was administered in daily food ration, similar to the effect of oil intake, which is important for the prevention of cardiovascular diseases and atherosclerosis. Given the significant production of cake flour of wheat germ (up to 90-95% of the raw material) and its not high cost as a secondary biological resource, this product can be recommended to the introduction in the diet of organized groups, including socially vulnerable groups.
[Mh] Termos MeSH primário: Farinha
Metabolismo dos Lipídeos/efeitos dos fármacos
Óleos Vegetais/administração & dosagem
Triticum
[Mh] Termos MeSH secundário: Adolescente
Adulto
Idoso
Feminino
Seres Humanos
Masculino
Meia-Idade
Professores Escolares
Estudantes
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Nm] Nome de substância:
0 (Plant Oils)
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180216
[Lr] Data última revisão:
180216
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180130
[St] Status:MEDLINE


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[PMID]:29284027
[Au] Autor:Sánchez-Oliva D; Pulido-González JJ; Leo FM; González-Ponce I; García-Calvo T
[Ad] Endereço:Faculty of Sport Science. University of Extremadura. Cáceres (Spain).
[Ti] Título:Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach.
[So] Source:PLoS One;12(12):e0189986, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Framed within Self-Determination Theory, the purpose of the present study was to test the effects of a training program with physical education (PE) teachers. Participants were 21 high school PE teachers (experimental group, n = 10; control group, n = 11), and their 836 students, aged 12 to 16 years. Teachers in the experimental group received a training program consisting of strategies to support autonomy, competence, and relatedness need satisfaction. A repeated measures ANCOVA was carried out for each dependent variable. After the intervention, students in the experimental group significantly increased their scores on autonomy support, relatedness support, autonomy satisfaction, autonomous motivation, controlled motivation, and intention to be physically active, as compared to the control group. These findings emphasize the utility of a training program with PE teachers to promote the students' psychological need satisfaction, and hence, self-determined motivation toward PE classes.
[Mh] Termos MeSH primário: Modelos Teóricos
Educação Física e Treinamento
Professores Escolares
[Mh] Termos MeSH secundário: Adolescente
Análise de Variância
Criança
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180215
[Lr] Data última revisão:
180215
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171229
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0189986


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[PMID]:29324773
[Au] Autor:Palacios-Ceña D; Martín-Tejedor EA; Elías-Elispuru A; Garate-Samaniego A; Pérez-Corrales J; García-García E
[Ad] Endereço:Department of Physical Therapy, Occupational Therapy, Rehabilitation and Physical Medicine, Rey Juan Carlos University, Alcorcón, Madrid, Spain.
[Ti] Título:The impact of a short-term cohousing initiative among schizophrenia patients, high school students, and their social context: A qualitative case study.
[So] Source:PLoS One;13(1):e0190895, 2018.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: A number of programs have been developed to promote the contact between adolescents and mentally-ill patients, in order to break the stigma, improve understanding, promote mental health and prevent substance abuse. The aim of this study was to describe the experience of patients with schizophrenia, high school students, and their social context, participating in a short-term cohousing initiative. METHODS: A qualitative case-study approach was implemented. Patients with schizophrenia from the San Juan de Dios Psychiatric Hospital, female students from Almen High School, and participants from their social context (parents, hospital staff, and teachers) were included, using purposeful sampling. Data were collected from 51 participants (15 patients, nine students, 11 hospital staff, six teachers, 10 parents) via non-participant observation, focus groups, informal interviews, researchers' field notes and patients' personal diaries and letters. A thematic analysis was performed. RESULTS: The themes identified included a) learning to live together: students and patients participate and learn together; b) the perception of the illness and the mentally-ill: the barrier between health and disease is very slim, and society tends to avoid contact with those who are ill; c) change: a transformation takes place in students, in their self-perception, based on the real and intense nature of the experience; d) a trial and an opportunity: patients test their ability to live outside the hospital; e) discharge and readmission: discharge is experienced as both a liberation and a difficulty, whereas relapse and readmission are experienced as failures. CONCLUSIONS: Our findings can help us to better understand schizophrenia and encourage a more positive approach towards both the illness and those who suffer from it. These results may be used for the development of cohousing programs in controlled environments.
[Mh] Termos MeSH primário: Habitação
Psicologia do Esquizofrênico
Estudantes/psicologia
[Mh] Termos MeSH secundário: Adolescente
Adulto
Atitude Frente à Saúde
Feminino
Pessoal de Saúde/psicologia
Seres Humanos
Entrevistas como Assunto
Aprendizagem
Masculino
Meia-Idade
Pais/psicologia
Percepção
Recursos Humanos em Hospital/psicologia
Pesquisa Qualitativa
Esquizofrenia/terapia
Professores Escolares/psicologia
Autoimagem
Meio Social
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180206
[Lr] Data última revisão:
180206
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180112
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0190895


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[PMID]:27776421
[Au] Autor:Schäfer MC; Sutherland D; McLay L; Achmadi D; van der Meer L; Sigafoos J; Lancioni GE; O'Reilly MF; Schlosser RW; Marschik PB
[Ad] Endereço:a New Zealand Institute of Language, Brain and Behaviour and School of Health Sciences, University of Canterbury , Christchurch , New Zealand.
[Ti] Título:Research note: attitudes of teachers and undergraduate students regarding three augmentative and alternative communication modalities.
[So] Source:Augment Altern Commun;32(4):312-319, 2016 Dec.
[Is] ISSN:1477-3848
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:The social validity of different communication modalities is a potentially important variable to consider when designing augmentative and alternative communication (AAC) interventions. To assess the social validity of three AAC modes (i.e., manual signing, picture exchange, and an iPad -based speech-generating device), we asked 59 undergraduate students (pre-service teachers) and 43 teachers to watch a video explaining each mode. They were then asked to nominate the mode they perceived to be easiest to learn as well as the most intelligible, effective, and preferred. Participants were also asked to list the main reasons for their nominations and report on their experience with each modality. Most participants (68-86%) nominated the iPad-based speech-generating device (SGD) as easiest to learn, as well as the most intelligible, effective, and preferred. This device was perceived to be easy to understand and use and to have familiar and socially acceptable technology. Results suggest that iPad-based SGDs were perceived as more socially valid among this sample of teachers and undergraduate students. Information of this type may have some relevance to designing AAC supports for people who use AAC and their current and future potential communication partners.
[Mh] Termos MeSH primário: Atitude Frente à Saúde
Auxiliares de Comunicação para Pessoas com Deficiência
Transtornos da Comunicação/reabilitação
Professores Escolares
Estudantes
Capacitação de Professores
[Mh] Termos MeSH secundário: Computadores de Mão
Gestos
Seres Humanos
Relações Interpessoais
Pesquisa Qualitativa
Inquéritos e Questionários
Universidades
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180117
[Lr] Data última revisão:
180117
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161026
[St] Status:MEDLINE


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[PMID]:27776502
[Au] Autor:Nielsen G; Mygind E; Bølling M; Otte CR; Schneller MB; Schipperijn J; Ejbye-Ernst N; Bentsen P
[Ad] Endereço:Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark. gnielsen@nexs.ku.dk.
[Ti] Título:A quasi-experimental cross-disciplinary evaluation of the impacts of education outside the classroom on pupils' physical activity, well-being and learning: the TEACHOUT study protocol.
[So] Source:BMC Public Health;16(1):1117, 2016 10 24.
[Is] ISSN:1471-2458
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Education Outside the Classroom (EOTC) is a teaching method that aims to promote schoolchildren's learning, physical activity (PA), social relations, motivation, and well-being. EOTC activities are characterized by teachers using the local environment in their teaching, and involve innovative teaching methods, child-led approaches to problem-solving, experimentation, cooperation, PA, and play. EOTC has become common practice for many teachers in Scandinavia; however, only case studies have evaluated its impacts. The TEACHOUT study aims to evaluate the impacts of EOTC on Danish schoolchildren's PA, social relations, motivation, well-being, and learning. METHODS: TEACHOUT is a quasi-experimental, cross-disciplinary study. Sixteen schools participated, containing 19 EOTC school classes and 19 parallel non-EOTC classes, with a total of 834 children aged 9 to 13 years. Measures of the children's social relations, motivation for school, well-being, and academic performance were collected at the beginning and end of the school year. Data on PA levels were collected over ten-day periods during the school year using accelerometers. The amount and characteristics of the actual EOTC provided in both EOTC and non-EOTC classes were monitored day-to-day throughout the school year, using an online teacher survey platform. The effects of EOTC are mainly analysed by comparing EOTC pupils to non-EOTC (i.e. control) pupils based on their scores on the outcome variables (i.e. school performance, well-being, motivation, and social relations) at the end of the school year, adjusting for the baseline values (from the beginning of the year). The impacts of EOTC on PA are evaluated by comparing the total as well as context-specific amounts of PA of children participating in EOTC to those of children in their parallel non-EOTC classes. Furthermore, the interdependencies between PA, social relations, well-being, motivation, and learning are explored using path analysis. To help describe and understand the processes that have led to the quantitative outcomes, qualitative case observations of children's practices and interactions in EOTC as well as classroom teaching were carried out and combined with qualitative interviews about children's perceptions of these practices. DISCUSSION: The TEACHOUT study represents a holistic multidisciplinary approach to educational and school health-promotion research through its study design and combination of scientific disciplines and methods, as well as its focus on the interdependent relations between learning, PA, social relations, well-being, and motivation. This will result in a comprehensive picture of school health promotion and children's health and well-being, which will broaden the understanding of the potential benefits of EOTC in school health promotion and primary education. These results can be used to inform and guide future policy and practice.
[Mh] Termos MeSH primário: Currículo
Exercício
Promoção da Saúde
Aprendizagem
Serviços de Saúde Escolar
Instituições Acadêmicas
Estudantes
[Mh] Termos MeSH secundário: Adolescente
Criança
Saúde da Criança
Comportamento Cooperativo
Dinamarca
Feminino
Seres Humanos
Relações Interpessoais
Masculino
Motivação
Aprendizagem Baseada em Problemas
Países Escandinavos e Nórdicos
Professores Escolares
Inquéritos e Questionários
[Pt] Tipo de publicação:EVALUATION STUDIES; JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1708
[Cu] Atualização por classe:171227
[Lr] Data última revisão:
171227
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161026
[St] Status:MEDLINE


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Texto completo SciELO Brasil
Texto completo SciELO Saúde Pública
[PMID]:29236878
[Au] Autor:Silva BG; Chammas TV; Zenari MS; Moreira RR; Samelli AG; Nemr K
[Ad] Endereço:Universidade de São Paulo. Faculdade de Medicina. Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional. São Paulo, SP, Brasil.
[Ti] Título:Analysis of possible factors of vocal interference during the teaching activity.
[So] Source:Rev Saude Publica;51:124, 2017 Dec 11.
[Is] ISSN:1518-8787
[Cp] País de publicação:Brazil
[La] Idioma:eng; por
[Ab] Resumo:OBJECTIVE: To measure the risk of dysphonia in teachers, as well as investigate whether the perceptual-auditory and acoustic aspects of the voice of teachers in situations of silence and noise, the signal-to-noise ratio, and the noise levels in the classroom are associated with the presence of dysphonia. METHODS: This is an observational cross-sectional research with 23 primary and secondary school teachers from a private school in the municipality of São Paulo, Brazil, divided into the groups without dysphonia and with dysphonia. We performed the following procedures: general Dysphonia Risk Screening Protocol (General-DRSP) and complementary to speaking voice - teacher (Specific-DRSP), voice recording during class and in an individual situation in a silent room, and measurement of the signal-to-noise ratio and noise levels of classrooms. RESULTS: We have found differences between groups regarding physical activity (General-DRSP) and particularities of the profession (Specific-DRSP), as well as in all aspects of the perceptual-auditory vocal analysis. We have found signs of voice wear in the group without dysphonia. Regarding the vocal resources in the situations of noise and silence, we have identified a difference for the production of abrupt vocal attack and the tendency of a more precise speech in the situation of noise. Both the signal-to-noise ratio and the room noise levels during class were high in both groups. CONCLUSIONS: Teachers in both groups are at high risk for developing dysphonia and have negative vocal signals to a greater or lesser extent. Signal-to-noise ratio was inadequate in most classrooms, considering the standards for both children with normal hearing and with hearing loss, as well as equivalent noise levels.
[Mh] Termos MeSH primário: Disfonia/etiologia
Ruído Ocupacional/efeitos adversos
Doenças Profissionais/etiologia
Professores Escolares
Medida da Produção da Fala
[Mh] Termos MeSH secundário: Adulto
Análise de Variância
Estudos Transversais
Disfonia/diagnóstico
Feminino
Seres Humanos
Medição de Risco
Ensino/estatística & dados numéricos
[Pt] Tipo de publicação:JOURNAL ARTICLE; OBSERVATIONAL STUDY
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171220
[Lr] Data última revisão:
171220
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:29016602
[Au] Autor:Chen YC; Hwang-Gu SL; Ni HC; Liang SH; Lin HY; Lin CF; Tseng YH; Gau SS
[Ad] Endereço:Division of Clinical Psychology, Graduate Institute of Behavioral Sciences, College of Medicine, Chang Gung University, Tao-Yuan, Taiwan.
[Ti] Título:Relationship between parenting stress and informant discrepancies on symptoms of ADHD/ODD and internalizing behaviors in preschool children.
[So] Source:PLoS One;12(10):e0183467, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Parent and teacher ratings of child behaviors are often discrepant, and these discrepancies may be correlated with parenting stress. The present study explored whether various parenting stress factors are associated with discrepancies between parent and teacher ratings of attention-deficit/hyperactivity disorder and oppositional defiant disorder (ODD) as well as internalizing symptoms in preschool children. We recruited 299 Taiwanese preschool children (aged 4-6 years) from the community or via clinical referrals. A structural equation modeling was used to analyze the relationships among three factors derived from the Parenting Stress Index-Short Form and informant discrepancies on symptoms of inattention, hyperactivity/impulsivity, ODD, and internalizing behaviors. Scores reported by parents were higher for each of the symptoms examined than those reported by teachers, and the degree of agreement between informants ranged from low to moderate. The parental distress factor of parenting stress was associated only with parent ratings, whereas other factors of parenting stress-parent-child dysfunctional interaction and parents' stress resulted from their child's temperament-were correlated with both parent and teacher ratings. Only parental distress factor predicted informant discrepancies for all behavioral symptoms assessed. Our findings suggest that parental distress should be considered when parent rating scores show significant discrepancies from that of teacher rating scores.
[Mh] Termos MeSH primário: Transtorno do Deficit de Atenção com Hiperatividade/psicologia
Transtornos de Deficit da Atenção e do Comportamento Disruptivo/psicologia
Pais/psicologia
Estresse Psicológico/psicologia
[Mh] Termos MeSH secundário: Transtorno do Deficit de Atenção com Hiperatividade/epidemiologia
Transtornos de Deficit da Atenção e do Comportamento Disruptivo/epidemiologia
Criança
Pré-Escolar
Feminino
Seres Humanos
Masculino
Poder Familiar/psicologia
Professores Escolares/psicologia
Taiwan/epidemiologia
Temperamento
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171031
[Lr] Data última revisão:
171031
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171011
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0183467



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