Sadness, hopelessness and suicide attempts in bullying: Data from the 2018 Iowa youth survey.

BACKGROUND: Bullying in schools is a common problem that can have significant consequences on the mental health of both bullies and victims of bullying. Some estimates suggest that 30% of American youth are bullied. Self-reported incidence of depression, anxiety, and suicide attempts has been correlated with bullying. Victims may also suffer from a variety of somatic complaints such as headache, sleep disorders, and others. Youth surveys undertaken by Education or Public Health Departments in most US states are an underutilized resource in evaluating the problem and any consequences. OBJECTIVE: The objective of this study was to explore the association of being involved in bullying either as a victim and/or a bully on mental health and suicide ideation by analyzing data from the 2018 Iowa Youth Survey. The results will then be applied to the published anti-bullying literature to make suggestions for how anti-bullying programs may be designed. METHODS: Data were obtained from the 2018 Iowa Youth Survey (IYS), which is a cross-sectional survey of 6th, 8th and 11th grade students. We chose two mental health questions as dependent variables and used a multivariable logistic regression analysis to evaluate the correlation between the two dependent variables and ten types of bullying included in the IYS. Since some respondents in the IYS were prescribed psychotropic medications to help with feeling angry, anxious, nervous, or sad, we adjusted for the use of psychotropic medication in our analysis. Similarly, the literature suggests that some students are both bullies and victims (bully-victims). Accordingly, we also adjusted for bully-victims. RESULTS: Unadjusted Odds Ratios (ORs) showed that not all forms of bullying were correlated with a significant risk of mental distress. Physical bullying had comparatively little association (ORs < 1 or overlapped 1), while identity bullying on sexual orientation or gender identity or sexual joking was consistently correlated with significant ORs for feeling sad or hopeless and attempting suicide (ORs 1.40-2.84). Cyberbullying (ORs 1.32-1.70) and social bullying (ORs < 1-2.21) were correlated with mental distress with ORs generally between physical and identity bullying. When adjusting for medication use or bully-victim status, adjusted ORs (aORs) were generally lower than unadjusted ORs. CONCLUSIONS: Not all types of bullying were significantly correlated with feeling sad or hopeless or attempting suicide. Being able to evaluate the specific associations of different types of bullying may have implications for teachers or policy makers hoping to implement bullying mitigation strategies in their schools.

Designing, Implementing, and Evaluating a Practice Tutor Internship Model during an Acute Care Clinical Internship.

Purpose: The purpose of this study was to implement and evaluate a novel internship model that incorporates a practice tutor in physiotherapy clinical education during an acute care cardiorespiratory internship at a large acute tertiary care teaching hospital in Canada. Method: A prospective evaluation of this model was conducted by means of a mixed-methods approach using surveys and focus groups. The participants were students and clinical instructors (CIs) who were taking part in the internship. Results: Half of the CIs agreed that the practice tutor model gave them more time to manage their caseload and work with the student than did the traditional model, and 63% would recommend the model for future internships. In reviewing the focus group and open-ended data, we identified four themes: benefits, tensions, critical logistics, and unforeseen blind spots. There was a trend for patient attendance to increase with the practice tutor model compared with the previous year's internship session and with the 5 weeks immediately preceding the internship. Conclusions: On the basis of CIs' and students' self-reports, the piloted practice tutor model was perceived to facilitate students' clinical reasoning and collaborative learning skills. In addition, during the 5-week internship, the number of patients seen each day by the individual CIs and their students was not reduced, with a trend toward increased patient attendance. There was also a trend toward CIs having the same or more time to manage their caseload and work with the students compared with a non-practice tutor internship model. Recommendations to improve this model in future implementations are made.

Objectif : mettre en œuvre et évaluer un modèle de stage novateur qui intègre un tuteur d'entraînement à la formation clinique en physiothérapie lors d'un stage en soins cardiorespiratoires aigus dans un grand hôpital universitaire de soins tertiaires du Canada. Méthodologie : évaluation prospective de ce modèle par une méthode mixte de sondages et de groupes de travail auxquels des étudiants et des moniteurs cliniques (MI) du stage ont participé. Résultats : la moitié des MI convenaient que le modèle de tuteur d'entraînement leur donnait plus de temps pour gérer leur charge de travail et travailler avec les étudiants que le modèle classique, et 63 % le recommanderaient pour de futurs stages. Quatre thèmes ont ressorti des groupes de travail et des données ouvertes : les avantages, les tensions, l'importance de la logistique et les angles morts imprévus. Par rapport au stage de l'année précédente et aux cinq semaines précédant immédiatement les stages, il y avait une tendance à faire participer les patients pour améliorer le modèle de tuteur d'entraînement. Conclusion : selon le compte rendu des MI et des étudiants, le projet pilote de tuteurs d'entraînement était perçu comme un moyen de faciliter le raisonnement clinique et les habiletés d'apprentissage coopératif des étudiants. De plus, le nombre de patients que voyait chaque MI avec ses étudiants chaque jour ne diminuait pas, et on observait une tendance vers la fréquentation accrue des patients pendant le stage de cinq semaines. Il y avait également une tendance à ce que les MI aient le même temps ou plus de temps pour gérer leur charge de travail et travailler avec les étudiants que dans un stage sans tuteur d'entraînement. Des recommandations sont présentées pour améliorer ce modèle lors de sa mise en œuvre.

Perspectives of Racialized Physiotherapists in Canada on Their Experiences with Racism in the Physiotherapy Profession.

Purpose: We explored the perspectives of racialized physiotherapists in Canada on their experiences of racism in their roles as physiotherapists. Method: This qualitative descriptive cross-sectional study used semi-structured, one-on-one interviews. Data were organized using NVivo qualitative analysis software and analyzed using inductive and deductive coding following the six-step DEPICT method. Results: Twelve Canadian licenced physiotherapists (four men and eight women, three rural and nine urban, from multiple racialized groups) described the experiences of racism they faced in their roles as physiotherapists at the institutionalized, personally mediated, and internalized levels. These experiences were shaped by their personal characteristics, including accent, geographical location, and country of physiotherapy (PT) education. Participants described their responses to these incidents and provided insight into how the profession can mitigate racism and promote diversity and inclusion. Conclusions: Participants described interpersonal racism often mediated by location and accent and experiences of internalized racism causing self-doubt, but they most commonly detailed institutionalized racism. PT was experienced as being infused with Whiteness, which participants typically responded to by downplaying or ignoring. The findings from this study can be used to stimulate conversations in the Canadian PT community, especially among those in leadership positions, about not only acknowledging racism as an issue but also taking action against it with further research, advocacy, and training.

Objectif : explorer les points de vue des physiothérapeutes racialisés du Canada au sujet du racisme qu'ils vivent dans leurs fonctions de physiothérapeute. Méthodologie : étude transversale qualitative et descriptive faisant appel à des entrevues individuelles semi-structurées. Les chercheurs ont organisé les données à l'aide du logiciel d'analyse qualitative NVivo et les ont analysées au moyen de codage inductif et déductif conforme à la méthodologie DEPICT en six étapes. Résultats : douze physiothérapeutes canadiens agréés (quatre hommes et huit femmes, trois de milieu rural et neuf de milieu urbain, de divers groupes racialisés) ont décrit les expériences de racisme institutionnalisé, personnel et intériorisé qu'ils ont vécues dans leurs fonctions de physiothérapeutes. Ces expériences ont été façonnées par leurs caractéristiques personnelles, y compris l'accent, le lieu géographique et le pays de formation en physiothérapie. Les participants ont décrit leur réponse à ces incidents et ont donné leur point de vue sur ce que peut faire la profession pour limiter le racisme et promouvoir la diversité et l'inclusion. Conclusion : les participants ont indiqué que le racisme interpersonnel est souvent fonction du lieu et de l'accent et que les expériences de racisme intériorisé provoquent des remises en question, mais ils ont surtout décrit des situations de racisme institutionnalisé. La physiothérapie était vécue comme imprégnée par le Blanc, et les participants y réagissaient généralement en banalisant cette réalité ou en en faisant abstraction. Les observations tirées de la présente étude peuvent contribuer à stimuler les échanges dans la communauté canadienne de la physiothérapie, particulièrement entre les personnes en position d'autorité, afin que le racisme soit non seulement considéré comme un problème, mais également que des mesures soient prises pour le contrer grâce à d'autres recherches, des prises de position et des formations.