Issues Concerning the Administration of Medication to Children by Nursery School Staff in Tokyo: Exploring the Possibility of Community Pharmacist Support and Collaboration / 社会薬学

Anxiety and difficulty in administering medication to nursery school children has been reported among nursery school teachers. This study aimed to elucidate these issues and explore the possibility of pharmacist support and collaboration. We conducted a postal survey in September 2019 among nursery schools in Tokyo that are categorized as government-authorized schools, certified childcare centers, and prefectural governor-certified schools. A total of 1,537 schools responded to the self-report questionnaires (response rate: 41.2%), and 1,533 responses were analyzed. Of these, 1,488 schools were asked if they would accept requests to administer medication to their school children, and 60.1% of the nursery schools responded that their staff (including teachers and nurses) found it difficult to administer medication. The issues identified included psychological burdens (such as nervousness and pressure about giving the correct medication), staff shortage, insufficient time with the children, and human factors (such as personal perceptions of medication). Additionally, excessive requests to administer medication, caregiver behavior such as low awareness of children’s health and appropriate medication, and poor medication adherence at home were identified as issues. It was suggested that pharmacists could help alleviate these problems through their daily work at the pharmacy. Approximately 49-62% of schools responded that they would request the collaboration of community pharmacists to conduct training sessions for nursery school staff, provide health support for caregivers, and provide general health and medication consultations. The collaboration between nursery schools and community pharmacists may gain importance in the future.

Assessment of the intervention process with teacher to prevent children behavior problems / Avaliação do processo de intervenção com professores para prevenção a problemas de comportamento infantil

Objective The prevalence of emotional and behavioral problems reaches 30% of school-age Brazilians. Management by teachers can reinforce such difficulties and, therefore, it is essential to assess interventions to provide them with the best tools available. In this study, it was aimed to present the development and implementation of the Facilitating Contact with Students Program was implemented in early grade teachers. Method The process of two modalities of this Program was evaluated: G1 (with a full program) and G2 (with a partial program, without the cognitive model contents, only instruction about behavioral management techniques and socioemotional support). Results The G1 gave better scores to the intervention on the importance and usefulness of the contents. Conclusion The teacher's knowledge regarding the cognitive model is relevant for the modification of disruptive behaviors of students in the classroom.

Objetivo A prevalência de problemas emocionais e de comportamento chega a 30% em brasileiros em idade escolar. O manejo pelos professores pode reforçar tais dificuldades e, portanto, é fundamental avaliar intervenções para instrumentalizá-los. Objetivou-se apresentar o desenvolvimento e a implementação do Programa Facilitando o conVívio com Alunos em docentes de séries iniciais. Método Avaliou-se o processo de duas modalidades desta intervenção: G1, recebeu a intervenção de forma completa, e G2, recebeu a intervenção de forma parcial, priorizando-se a instrução sobre técnicas comportamentais de manejo e apoio socioemocional e excluindo-se o conteúdo do modelo cognitivo. Resultados O G1 avaliou melhor a intervenção quanto a importância e utilidade do conteúdo. Conclusão O conhecimento do modelo cognitivo por parte do professor é relevante para a modificação de comportamentos perturbadores de alunos em sala de aula.

Habilidades sociais e qualidade de vida de professores do ensino fundamental / Social skills and quality of life of elementary school teachers / Habilidades sociales y calidad de vida de los maestros de escuela primaria

As habilidades sociais são reconhecidas como fatores de proteção para saúde e qualidade de vida, o que teoricamente se aplica a professores, cujas condições de trabalho são reconhecidamente precárias. Este estudo analisou indicadores de qualidade de vida (QV) e de habilidades sociais (HS) de professores, levando em conta variáveis sociodemográficas que poderiam moderar essa relação. Participaram 85 professoras do 1º ao 5º ano do Ensino Fundamental, de escolas públicas do interior paulista, que completaram o Inventário de Habilidades Sociais (IHS-Del-Prette-2016), o Questionário de Qualidade de Vida (WHOQOL-abreviado) e dois questionários sociodemográficos. Verificou-se uma correlação positiva entre HS e QV, com as variáveis idade, formação, experiência docente e classe socioeconômica mostraram-se moderadoras dessa relação. São discutidas limitações, bem como implicações dos resultados para pesquisas futuras. (AU)

Social skills are recognized as protective factors for health and quality of life, which theoretically applies to teachers whose working conditions are admittedly of low quality. This study analyzed indicators of quality of life (QoL) and social skills (HS) of teachers, taking into account sociodemographic variables that could moderate this relation. Participants included 85 teachers of 1st to 5th grade students, working in public schools in the interior of São Paulo, who completed the Social Skills Inventory (IHS-Del-Prette-2016), the Quality of Life Questionnaire (WHOQOL-abbreviated) and two questionnaires sociodemographic. A positive correlation between HS and QV was verified, with age, training, teaching experience and socioeconomic level moderating this relationship. Limitations are discussed as well as implications of the results for future research. (AU)

Las habilidades sociales se reconocen como factores protectores de la salud y la calidad de vida, lo que teóricamente se aplica a los profesores cuyas condiciones de trabajo son ciertamente de baja calidad. Este estudio analizó indicadores de calidad de vida (CV) y habilidades sociales (HS) de los docentes, tomando en cuenta variables sociodemográficas que podrían moderar esta relación. Los participantes incluyeron 85 profesores de estudiantes de 1 ° a 5 ° grado, que trabajan en escuelas públicas del interior de São Paulo, quienes completaron el Inventario de Habilidades Sociales (IHS-DelPrette-2016), el Cuestionario de Calidad de Vida (abreviado WHOQOL) y dos cuestionarios sociodemográficos. Se verificó una correlación positiva entre HS y CV, con las variables edad, formación, experiencia docente y clase socioeconómica moderando esta relación. Se discuten las limitaciones y las implicaciones de los resultados para futuras investigaciones. (AU)

Knowledge, Attitudes and Practices towards Oral Health among School Teachers in Chengalpattu Taluk, Kanchipuram District Tamilnadu.

Dental professionals are often invited by different school authorities to deliver lectures on oral health and to provide preventive services. The usual target population behind most endeavors comprises the, young school children, and it is with the aim of improving their oral health knowledge, that such programmes are held. However, the fact remains that any child's knowledge and practices are by and large a reflection of what he sees or is taught in his immediate surroundings. We wanted to assess the level of knowledge, attitudes and practices towards oral health among schoolteachers in Chengalpattu taluk, Kanchipuram district.METHODSUsing simple random sampling technique, a questionnaire study was carried out among 50 government schoolteachers and 50 private schoolteachers in Chengalpattu Taluk. The questionnaire used was a closed ended, self-administered questionnaire consisting of 30 questions pertaining to Knowledge, Attitudes and Practices towards oral healthRESULTSAbout 37.9% of government teachers and 36% of private teachers had knowledge regarding dental caries, 48% of government teachers and 34.9% of private teachers had knowledge regarding gum diseases and 26% of government teachers and 22.7% of private teachers had knowledge regarding malocclusion. Moreover 41% of government teachers and 32.1% of private teachers had knowledge regarding oral cancer. 83.9% schoolteachers were getting information regarding oral health through dentists or doctors. When enquired regarding practices, 63% of schoolteachers brushed their teeth twice daily.CONCLUSIONSKnowledge was highest among the government schoolteachers compared to private schoolteachers among Chengalpattu taluk in Kanchipuram district.

Does Prolonged Standing at Work Among Teachers Associated With Musculoskeletal Disorders (MSDs)?

@#In order to accomplish a wide range of duties and responsibilities that may be done under unpleasant working conditions, prolonged standing posture is common with school teachers. Nevertheless, standing upright for a long time or otherwise regarded as prolonged standing frequently contributes to body pain and discomfort, muscle fatigue and even health problems such as musculoskeletal disorders (MSDs). The aim of this paper is to review MSDs arising from prolonged standing and spread information on existing ergonomic and non-ergonomic interventions to alleviate prolonged standing discomfort. Systematic review on prolonged standing school teachers with specific keywords were recognized to discover the appropriate studies and information in a systematic search. The informations in this review may be helpful to guide teacher, school management and researchers to implement the suitable interventions in order to minimise the health issue due to MSDs among school teachers.

Adolescentes y derechos humanos: una aproximación a su ejercicio efectivo en la escuela / Adolescents and human rights: an approximation of the effective exercising of rights in school / Adolescentes e direitos humanos: uma aproximação ao seu exercício efetivo nas escolas

Resumen (analítico): Este escrito es parte de una investigación cuyo objetivo es analizar el conocimiento de alumnas, alumnos, profesoras y profesores sobre la aplicación efectiva de la Ley General de los Derechos de Niñas, Niños y Adolescentes en el espacio escolar, a tres años de su publicación en México. Es un estudio cualitativo, realizado en escuelas secundarias públicas de la ciudad de Guadalajara. La información se recuperó mediante seis grupos de discusión con adolescentes y un cuestionario aplicado a 84 docentes. Los resultados indican que el desconocimiento de la ley se vincula de manera importante con el ejercicio no eficaz de los derechos humanos. A mayor desinformación de los agentes, mayor inclinación del profesorado a vulnerar los derechos del alumnado en el aula y menor capacidad de este para exigirlos.

Abstract (analytical): This paper is part of a research study aimed at analyzing the knowledge of male and female students and teachers on the effective application of the General Law for the Rights of Children and Adolescents in the school, three years after this law came into effect in Mexico. This was a qualitative study implemented in public junior high schools in the city of Guadalajara. The information was obtained through holding six discussion groups with adolescent students and conducting a questionnaire survey with 84 teachers. The results indicate that ignorance of the law is highly linked with the non-effective exercising of children and adolescents' human rights. The study shows that as the amount of misleading information provided to students increases, it is more probable that teaching staff violate the rights of this population in the classroom, and male and female students have less capacity to demand the fulfilling of their rights.

Resumo (analítico): Este artigo faz parte de uma pesquisa que tem por objetivo analisar o conhecimento de alunas, alunos, professoras e professores sobre a aplicação efetiva da Lei Geral dos Direitos de Meninas, Meninos e Adolescentes no espaço escolar, três anos após sua publicação no México. Trata-se de um estudo qualitativo, realizado em escolas secundárias públicas da cidade de Guadalajara. A informação foi obtida através de seis grupos de discussão com adolescentes e um questionário aplicado a 84 professores. Os resultados indicam que o desconhecimento da lei está ligado de maneira importante ao exercício ineficaz dos direitos humanos. Quanto maior a desinformação dos agentes, maior a inclinação dos professores a violar seus direitos na aula e menor a capacidade dos adolescentes para exigi-los.

At-risk Internet addiction and related factors among junior high school teachers-based on a nationwide cross-sectional study in Japan

BACKGROUND@#School teachers have a possibility toward at-risk Internet addiction (IA) due to increased opportunities to use the Internet, along with the spread of the Internet in recent years. Burnout syndrome (BOS) is found to be one of the symptoms related to unhealthy mental health, especially among teachers. This study aims to research the relationship between at-risk IA and the Internet usage or BOS by conducting a nationwide cross-sectional survey and examining the factors associated with IA.@*METHOD@#This study was a cross-sectional survey by anonymous questionnaire. This survey was a random sampling survey of junior high schools across Japan in 2016. The participants were 1696 teachers at 73 schools (response rate in teachers 51.0%). We asked participants for details of their backgrounds, Internet usage, the Internet Addiction Test (IAT) by Young, and the Japanese Burnout Scale (JBS). We divided the participants into either the at-risk IA group (IAT score ≧ 40, n = 96) or the non-IA group (IAT score < 40, n = 1600). To compare the difference between at-risk IA and non-IA, we used nonparametric tests and t test according to variables. To analyze the relationship between the IAT score and the scores of three factors of the JBS (emotional exhaustion, depersonalization, and personal accomplishment), we used both ANOVA and ANCOVA, adjusted by relevant confounding factors. To clarify the contribution of each independent variable to IAT scores, we used multiple logistic regression analysis.@*RESULTS@#In our study, at-risk IA was associated with using the internet many hours privately, being on the Internet both on weekdays and weekends, playing games, and surfing the Internet. In the relationship between IAT score and BOS factor score, a higher score for "depersonalization" had a positive relationship with at-risk IA, and the highest quartile for "decline of personal accomplishment" had a lower odds ratio with at-risk IA by multiple logistic regression analysis.@*CONCLUSION@#We clarified there is a significant relationship between at-risk IA and BOS among junior high school teachers in a nationwide survey. Our results suggest that finding depersonalization at the early stage may lead to the prevention of at-risk IA among teachers. Those who are at-risk of IA may feel personal accomplishment through use of the Internet.

Percepción de maestras sobre el acompañamiento fonoaudiológico en un centro de desarrollo infantil en Colombia / Perception of teachers about speech therapy accompanying in a child development center in Colombia

Este trabajo estudió la percepción de maestras beneficiarias de los proyectos de práctica profesional de Fonoaudiología de la Universidad del Valle, respecto al aporte de su acción profesional en la promoción del desarrollo de los niños en el marco de la Política Pública "de Cero a Siempre". La investigación se ejecutó con métodos cualitativos de tipo interpretativo y de corte transversal, bajo el diseño de estudio de caso. La exploración permitió concluir que el acompañamiento fonoaudiológico: i) es más efectivo cuando se reconoce y valora los saberes y requerimientos de los beneficiarios, ii) enriquece los procesos de desarrollo de niños y niñas en general y no sólo a aquellos con patologías del lenguaje o discapacidad y iii) potencia el objeto de la política pública de atención a la primera infancia en Colombia. Adicionalmente, valida la acción fonoaudiológica desde una propuesta situada y bajo el enfoque comunitario

This study was focused on the perception of teachers who participated as beneficiaries on the professional practice in speech therapy implemented by the Universidad del Valle. The main focus was on how participants' professional intervention promoted the development of children, within the framework of the Public Policy "de Cero a Siempre". The practice was developed at Universidad del Valle from August 2013 to June 2016. The research was conducted using interpretative qualitative methods and was cross-sectional (case-study design). The study concluded that: i) success of the speech therapy intervention is related to the recognition and evaluation of the beneficiaries' requirements ii) the speech therapy intervention improves development processes of all children, not only of children with language pathologies or disabilities, iii) the intervention fosters the Public Policy of attention to Early Childhood in Colombia. Finally, the observed practices validate speech therapy action from a community approach.

The Influence of Dental Hygienist Images and Career Advice among High School Teachers / 치위생과학회지

The purpose of this study was to investigate the influence of dental hygienist images and career advice among high school teachers. A self-reported questionnaire was administered to 212 high school teachers in Gwangju, South Korea. The questionnaire contained subject's general characteristics, images of dental hygienists, and career advice. We performed an independent t-test, the Kruskal-Wallis test, Pearson's correlation coefficient, multiple regression analysis, and logistic regression analysis using the IBM SPSS ver. 21.0 software. Using a five-point scale, the average of all the dental hygienist images was 3.50, with personal images receiving the most positive rating at 3.83 and social images receiving the least positive rating at 2.86. The images of dental hygienists were significantly more positive in instances where the subjects recognized the dental hygienist or received treatment within one year. There were positive correlations among different kinds of images. Through multiple regression analysis, occupational images were associated with business and social images. Business images were associated with occupational and personal images. Personal images were associated with business images, especially in cases where the subjects recognized the dental hygienist. Social images were associated with occupational images, especially in cases where subjects received treatment within one year. Through logistic regression analysis, career advice was associated with social and occupational images. Therefore, our study provides suggestions on how to enhance positive recognition of social images of dental hygienists.

The Association between Psychosocial Work Environment and Depressive Symptoms among Korean Teachers

PURPOSE: This study aimed to identify the association between psychosocial work environment and depressive symptoms among Korean teachers. METHODS: Data on 235 elementary school teachers and 341 middle and high school teachers was obtained from the 2014 Korean Working Condition Survey. The effect of psychosocial work environment on depressive symptoms was determined by multiple logistic regression analyses. RESULTS: The prevalence of depressive symptoms was 18 % in elementary school teachers and 24 % in middle and high school teachers. When adjusted for demographics and other socio-psychological and environmental factors, ‘social community at work’ served as a protection factor for Korean teachers' depressive symptoms. In addition, ‘cognitive demands’ in elementary school teachers and ‘social support from supervisors’ in middle and high school teachers were found to be predictors of depressive symptoms. CONCLUSION: Interventions to increase ‘social community at work’ and ‘social support from supervisors’, and to decrease ‘cognitive demands’ may be helpful for Korean teachers at risk of depression.

First aid knowledge and educational needs related to maxillofacial trauma among elementary school teachers in Jeollabuk-do / 대한구강보건학회지

OBJECTIVES: The purpose of this study was to examine the knowledge of elementary school teachers regarding first aid for maxillofacial trauma and the need for education on this topic in an effort to provide information for the development of teacher education programs. METHODS: In this cross-sectional study, 320 elementary school teachers who visited the Education and Training Center of Jeollabukdo to take training courses answered a self-administered survey. RESULTS: We found that 38.8 percent of the elementary school teachers had witnessed the occurrence of maxillofacial trauma in students. While 53.4 percent of the teachers replied that they did not have adequate knowledge of first aid for maxillofacial trauma, only 10.7 percent reported receiving this education while they served as teachers or when they were studying to be teachers at college. The teachers who had received instruction for dealing with maxillofacial trauma as teachers or as college students were 3.6-fold more likely to report that they would provide first aid for maxillofacial trauma compared with those who had not received such training. Many teachers had incorrect knowledge about how to cope with this type of trauma, indicating the need for providing correct information to this population. Finally, 99.1 percent of the elementary school teachers considered receiving education about first aid for maxillofacial trauma necessary. CONCLUSIONS: The development of teacher education programs is required to help elementary school teachers offer appropriate first aid when maxillofacial trauma occurs.

The Teachers' Attitudes, Discrimination and Causes of Prejudice Towards People with Mental Illnesses / 정신간호학회지

PURPOSE: The purpose of this study was to investigate the teachers' attitudes, discrimination, and causes of prejudice towards people with mental illnesses. METHODS: A cross-sectional study design was used and participants included 158 teachers who were recruited from four schools in S and G cities, Korea. From October to December, 2011, data on general characteristics, attitudes, discrimination and causes of prejudice towards people with mental illnesses were collected using self-administered questionnaires. SPSS/WIN 18.0 version was used for descriptive analysis, t-test, one-way ANOVA, and Pearson correlation. RESULTS: The mean scores of teachers' attitudes towards people with mental illness were, authoritarianism, 3.24, benevolence, 2.96, social restrictiveness, 3.44 and community mental health ideology, 2.75. There were significant differences in benevolence according to age. The experience of meeting people with mental illness contributed to positive attitudes towards people with mental illness in the benevolence subscale. There were significant differences in social restrictiveness according to residence. There were significant differences in discrimination according to age. Subscales of attitudes were significantly correlated with discrimination. CONCLUSION: These results emphasize a need for continuous education not only of teachers but also of the general population.

Sleep habits, daytime sleepiness and sleep quality of high school teachers

The aim of this study was to characterize the sleep-wake cycle, daytime sleepiness and sleep quality of high school teachers. Ninety-eight high school teachers participated in this study. They were asked to complete the Health and Sleep, Horne & Ostberg, Epworth Sleepiness Scale and Pittsburgh Sleep Quality Index questionnaires and to keep a 14-day sleep diary. This study showed that high-school teachers wake up on average 1 h 12 min earlier (ANOVA; p < 0.05) and go to bed on average 34 min earlier (ANOVA; p < 0.05) during the week than on the weekend. This results in an average of 42 min less time in bed (ANOVA; p < 0.05) on weekdays and characterizes partial sleep deprivation. Moreover, 46% and 51% of teachers were diagnosed with excessive daytime sleepiness and poor sleep quality (χ2; p > 0.05), respectively. Therefore, high-school teachers show characteristics of partial sleep deprivation that may contribute to excessive daytime sleepiness and poor sleep quality. This situation may compromise health and quality of life, in addition to teaching performance that can affect the education of their students.

A Study on the Contents and Performance of drug Education among Elementary School Teachers / 아동간호학회지

PURPOSE: This study was attempted to find out the actual conditions of drug education among the elementary school teachers. METHOD: 468 teachers consists of nurse-teachers 175, class-room teachers 240 and athletics teachers 53 of the elementary schools in Pusan city were subjected for this study. The period was December 23th through December 28th, 2002 and collected data was analyzed by SPSSWIN program using frequency, percentage, mean, standard deviation and ANOVA. RESULT: The results of this study were as follows: 1. The average point of nurse-teachers performance(2.11) was higher than that of class-room teachers(1.37) and athletic teachers(1.56). 2. Practical difficulties of drug education was no system in the curriculum for nurse-teachers(22.9%), insufficient expert knowledge for class-room teachers(26.3%) and a lack of education materials for athletics teachers(37.7%). For more effective drug education, 25.7% of nurse-teachers hope to have more organized curriculum presentations, class-room teachers(24%) and athletics teachers(22.7%) hope that more various education materials will be developed. CONCLUSION: Based on this results, drug education contents is needed to supplement a drug use prevention program.

Mental Health of Primary-middle school Teachers in Guangdong / 中国临床心理学杂志

Objective:To investigate mental health state of primary-middle school teachers in Guangdong.Methods:1321 primary-middle school teachers in Guangdong were administered SCL-90. Results:The mental health of Primary-middle school teachers was worse than that of Chinese norm, and 23.92% of them was worse in at least one item. There was significant difference between different teacher groups. The mental health of teachers from primary school,especially the male teachers and teaders with lower educational level was an important issue.Conclusion: Primary-middle school teachers need more help to improve their mental health.

A Survey of the Prevalence of Rubella Antibodies in Teachers of Child Bearing Age on Cheju Island / 예방의학회지

BACKGROUND: Congenital rubella syndrome (CRS) can be controlled by vaccination. Because rubella is typically a childhood disease, occurring predominantly in the 5 to 14 year age group, female school teachers may be a high-risk population for CRS. CONCLUSIONS: To determine the prevalence rate of rubella antibodies in school teachers of child bearing age. METHODS: The study population consisted of primary, middle and high school teachers of child bearing age. The subjects were aged 35 years and younger, and consented to immunoglobulin (Ig) level testing using the ELISA method. RESULTS: The positive rate of IgG was 77.9% in the study subjects (n=314). Sixty-three teachers (21.4%) were susceptible to rubella infection. Thirty-seven teachers (11.8%) had a history of rubella vaccination. Among the female teachers with no vaccination history, the proportion of negative IgM and IgG was 21.7%, and the proportion of positive IgM was 2.9%. Seventy-nine percent of the study subjects did not know that they should not become pregnant for three months after receiving the rubella vaccine. CONCLUSION: School teachers of child bearing age should be considered a high risk group for CRS, and should be vaccinated if they are found to be seronegative.