Background: Young children are often unaware of emergency health conditions, such as stroke, and could serve as important vehicles to save the lives of their grandparents, who are more likely to suffer a stroke. An important aspect for the evaluation of public awareness on stroke signs and related emergency procedures is to examine the level of baseline stroke knowledge children have and whether they understand when to seek medical care on time.Objective: To examine the level of stroke symptomatology knowledge in children as well as evaluate their preparedness in stroke response before their participation in the educational program “FAST (Face, Arms, Speech, Time) 112 Heroes.”Methods: For the purpose of this work, a questionnaire was developed and adapted to preschoolers' needs. The present study involved 123 children (65 boys, 58 girls, aged 4–6.5 years; mean age: 5.30, S.D.: 0.59) from two cities in Greece. Five multiple-choice animated pictures, that were age-appropriate, were administrated to each child, along with verbal explanations provided by the investigator.Results: More than half of the participants (n = 65, 52.8%) could recognize the symptom of face drooping, 53 children (43.1%) could identify the symptom of arm hemiparesis/hemiplegia and 92 children (74.8%) were able to answer the question regarding speech disturbances. However, the number of correct answers to the question regarding the appropriate course of action in case of a stroke was the lowest among all the questions (10.6% of participants gave a correct answer). Furthermore gender and age did not play a significant role (p = 0.571 and 0.635, respectively).Conclusion: Although more than half of the enrolled preschool children could recognize stroke symptoms before their participation in the educational program, their baseline stroke knowledge, prior to their training, is low. Concurrently, they do not have sufficient knowledge on how to react appropriately in the event of a stroke. Therefore, awareness programs focusing on developing stroke literacy to children are needed, to ensure children will seek urgent medical care in case of a stroke.
The aim of the present study is to examine probable heterogeneity in aggressive behaviors and peer victimization among ethnically diverse secondary schools in Thrace. It is a culturally diverse region in Northeastern Greece, which includes Greek Christians and a significant minority of Muslims and immigrants. The study population consisted of 572 school students (293 girls, 279 boys, Mage = 14.24), who completed the Revised Olweus Bully/Victim Questionnaire for Students-Senior and the Youth Self-Report. The percentage of students involved in bullying was 34.7%. More specifically, we found that 24.7% of the students were bully victims, followed by 18.5% bully/victims, and 17.8% bullies. Peer victimization was 52% less frequent in schools with low proportion of minority students (low school minority density; adjusted odds ratio [AOR] = 0.48, p = .015) and 61% less frequent in schools with high minority density (AOR = 0.39, p = .010) as compared to schools with moderate minority density. Furthermore, bullying and bully/victims behaviors were at least 65% less frequent in schools with high density (bullying: AOR = 0.35, p = .016; bully/victim: AOR = 0.30, p = .027) as compared to schools with moderate density, while a similar tendency was also observed in low density areas. Findings from the current study have implications for research and practice. More specifically, our findings can contribute to the development of effective prevention policies and strategies. (PsycINFO Database Record
Background: FAST (Face, Arm, Speech, Time) 112 Heroes is an educational programme that delivers information to children and their extended families helping them identify the principal signs of stroke and informing them how to respond appropriately in the event of a stroke. Objectives: To examine the baseline stroke literacy that extended families possess, as well as to assess whether children enrolled in FAST 112 Heroes programme effectively convey stroke knowledge to their extended family. Design: Field trial. Setting: Four schools in Northern Greece – two public and two private. Methods: Parents of preschool aged (5–7 years) children completed stroke knowledge questionnaires, before the programme began and one week after the completion of the FAST 112 Heroes programme. Findings were analysed. Results: In total, 240 parents of kindergarten children (146 women, 94 men; 20–59 years old; mean age: 38.81) completed the pre-programme questionnaire, whereas only 80 of them (33.33%) completed the post-programme questionnaire. Before the programme started, 30 out of 80 parents (37.5%) recognised the three rudimentary stroke symptoms, compared to 68 out of 80 (85%) after the completion of the programme ( p = .00). Parental awareness of the emergency number 112 and of the FAST acronym before programme implementation was relatively poor. Conclusions: Improvement of stroke knowledge post-implementation was observed in the extended family of preschool children enrolled in the FAST 112 Heroes programme which suggests that the latter delivered stroke information to their families effectively.
Background: Stroke is a worldwide leading cause of disability, and around 50 million people are affected by stroke annually. Public stroke educational and awareness programmes can make a great deal of difference. Young children are in key position to seek urgent medical care if grandparents suffer a stroke, as grandparents are often their secondary caretakers. Objective: The objective of the current study was to design an educational intervention targeting children and, in parallel, directly involve extended family members. Design: Participatory action research. Setting: School-based education stroke intervention in Thessaloniki, Northern Greece. Methods: Over the course of 5 weeks, this intervention sought to educate 66 preschool children and their families through a series of novel activities that revolved around 4 superheroes, the FAST mnemonic and a medical emergency number. One superhero and their unique superpower was introduced every week through a Powerpoint presentation, a short animation video and a wide range of in-class and take-home activities, such as ‘phantom speech’, role-playing, funny face mimicking games, and rhyming poems. Children were also encouraged to identify their own family superhero so as to transfer their learning to real life. Results: Follow-up individual and group assessment pointed to encouraging results. Results from odd-one-out-tasks revealed that children were able to recognise the stroke symptoms in question. However, they performed more poorly on more complex tasks involving recall. Conclusions: Preschool children acquired knowledge of stroke symptoms which appears more solid when recognition is assessed. Assessment tasks involving substantial recall of information do not necessarily reflect the ability to detect stroke symptoms.
Objective: In the present study, we explored numerical problems in individuals with aphasia. We investigate whether numerical deficits, usually accompanying aphasia, can be observed on number comprehension tasks that do not necessarily require an oral response. Method: Individuals with aphasia were classified into anterior, posterior, and global subgroups according to the lesion type. To investigate numerical cognition, we used a relatively recent tool, the Numerical Activities of Daily Living (NADL). Results: The results showed that individuals with aphasia have problems with tasks of basic number comprehension as well as in most NADL. In the formal part of the NADL, anterior aphasic patients made comparatively more errors than the posterior aphasic patients. Global aphasic patients presented an invariably poor performance on almost all tasks. Conclusion: The results provide insight into how numerical deficits may impair an individual with aphasia in activities of daily living. This study is a preliminary attempt to start the validation process of the NADL for the Greek population.
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