Identifying children's views of their experience of hospitalization is essential to the development of appropriate services. Previous research has mainly concentrated on specific paediatric populations or negative aspects of their experience. This study had two aims. First, to investigate a broader range of experiences in a general paediatric population, and second, to determine the most effective way of obtaining the information. School-aged children (n = 213) from the paediatric wards of two district general hospitals completed one of four questionnaire types. The themes identified were generally positive and mainly related to the children's physical surroundings. A verbal structured questionnaire was found to be the most efficient at obtaining the children's views, whereas a visual structured questionnaire was the only method which recognized the children's sequence of feelings before, during and after hospitalization.
PurposeCurrent measures of anxiety and depression for children and young people (CYP) include somatic symptoms and can be lengthy. They can inflate scores in cases where there is also physical illness, contain potentially distressing symptoms for some settings and be impractical in clinical practice. The present study aimed to develop and evaluate a new questionnaire, the paediatric index of emotional distress (PI-ED), to screen for emotional distress in CYP, modelled on the hospital anxiety and depression scale.MethodsA school-based sample (n = 1026) was employed to examine the PI-ED’s psychometric properties and a clinical sample of CYP (n = 143) was used to establish its sensitivity and specificity.ResultsExploratory and confirmatory factor analyses identified a bi-factor model with a general emotional distress factor (‘cothymia’) and anxiety and depression as co-factors. The PI-ED demonstrated good psychometric properties and clinical utility with a cutoff score of 20.ConclusionThe PI-ED is a brief, valid and reliable clinical screening tool for emotional distress in CYP.
Service-learning is a transformational pedagogy with timely application to the teaching and learning of foreign languages. In our current climate of assessment outcomes, language study and the humanities more generally tend to be devalued and rendered invisible by utilitarian models of evaluation. Incorporating service-learning courses and experiences into the foreign language classroom provides real- world immersion for students in their local linguistic and cultural communities, satisfies teachers’ desires to connect teaching and research to local community issues, and allows departments to meet institutional and educational goals. Indeed, service-learning points us to new definitions of old concepts—such as the role of the professor and the mission of the university—and embodies the paradoxes we must embrace in the new century
!What happens to feminism in the university is parallel to what happens to feminism in other venues under economic restructuring: while the impoverished nation is forced to cut social services and thereby send women back to the hierarchy of the family, the academy likewise reduces its footprint in interdisciplinary structures and contains academic feminists back to the hierarchy of departments and disciplines. When the family and the department become powerful arbiters of cultural values, women and feminist academics by and large suffer: they either accept a diminished role or are pushed to compete in a system they recognize as antithetical to the foundational values of feminist priorities of social justice. Collaborative work to nurture diversity and interdisciplinarity does not register as individual accomplishment. This paper considers the necessity of this type of academic work to further the vision of a society committed to the collective values espoused by feminism and other areas in social justice.
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