Parental projections of developmental outcome, quality of life and coping in children who require neonatal intensive care

Aux soins intensifs néonataux, les professionnels et les parents évaluent le pronostic du développement et de la qualité de vie (QdV). Le but de cette thèse est de comprendre comment les parents prédisent la QdV future de leurs enfants. Cette étude qualitative basée sur la théorisation ancrée comprend dix entrevues avec des parents. Les résultats indiquent que le pronostic développemental influence les prédictions parentales de QdV, mais il n’est pas suffisant, car la QdV est multidimensionnelle. Les parents utilisent des mécanismes d’adaptation pour gérer la maladie et l’hospitalisation de leur enfant. Ceux qui pensent qu’ils, et leur enfant, seront capables de s’adapter à un mauvais état développemental, prévoient une QdV réévaluée. Le pronostic neuro-développemental et la QdV future ne sont pas facilement estimés et les professionnels doivent en être conscients. Aider les parents à identifier des mécanismes d’adaptation peut les amener à estimer un meilleur pronostic de la QdV.

Étude des liens corrélationnels entre la collaboration école-famille, l’implication parentale, les styles éducatifs des parents et la réussite scolaire des élèves du primaire au Burkina Faso

Cette recherche quantitative, de type descriptif corrélationnel, a pour objectifs, d’une part, d’identifier les différents types de collaboration école-famille, les types d’implication parentale et les styles éducatifs des parents et, d’autre part, de déterminer leurs liens avec la réussite scolaire des élèves du primaire au Burkina Faso, notamment ceux en classe de Cours Moyen deuxième année (CM2) selon leur genre et zone de résidence. Afin d’atteindre ces objectifs, nous avons adopté une approche écosystémique qui a permis d’aborder à la fois les relations entre les parents et les enfants (microsystème) et celles avec l’école (mésosystème). Ceci, dans le but de mieux cerner les dynamiques relationnelles qui se déroulent entre ces différents milieux de vie de l’enfant et de déterminer leur influence sur ses résultats scolaires. À cet effet, des questionnaires évaluant la perception des participants sur les dimensions de la recherche, à savoir la collaboration école-famille, l’implication parentale et les styles éducatifs des parents, ont été passés à 615 parents d’élèves de CM2 provenant de six régions administratives du Burkina Faso, dont deux fortement urbanisées (régions du Centre et des Hauts-Bassins) et quatre principalement rurales (régions du Sahel, de l’Est, du Plateau Central et du Centre Est). Une douzaine d’écoles publiques réparties entre ces régions ont été retenues dans le cadre de la présente recherche. Les données ainsi recueillies ont été analysées avec un logiciel de traitement statistique (Statistical Package for the Social Sciences : SPSS) qui a permis de faire à la fois des analyses descriptives et orrélationnelles (test du khi-deux). Les résultats descriptifs révèlent la présence de différents types de collaboration école-famille (information, consultation, coordination et concertation), d’implication parentale (rôles, communications, bénévolat, soutien aux apprentissages à domicile, prises de décisions et collaboration avec la communauté) et de styles éducatifs (démocratique, autoritaire, permissif et négligent). Ensuite, les résultats corrélationnels montrent que les relations école-famille ne permettent la réussite scolaire des élèves que si les parents entretiennent des relations régulières et réciproques d’information, de consultation, de coordination et de concertation avec les maîtres de leurs enfants autour de sujets relatifs au rendement scolaire, au comportement, aux activités culturelles, etc. S’agissant de l’implication parentale, il ressort que celle-ci ne favorise la réussite scolaire que si les parents s’impliquent de façon continue ou permanente dans les rôles (achats de fournitures scolaires, d’habits, etc.), les communications avec l’école (au sujet du rendement scolaire, du comportement, etc.), les activités de bénévolat (nettoyage, apport d’agrégats, etc.), les apprentissages à domicile (devoirs, leçons, etc.) et les prises de décisions (association des parents, conseil d’établissement, etc.). Pour ce qui concerne la collaboration avec la communauté à travers l’usage des ressources communautaires (centres de lecture, bibliothèques,etc.), même une faible implication à ce niveau favorise la réussite scolaire. Enfin, en ce qui a trait aux styles éducatifs des parents, les résultats indiquent que les styles démocratiques et autoritaires sont ceux qui favorisent la réussite scolaire, mais avec une légère domination du style démocratique. En conclusion, nous constatons que la collaboration école-famille, l’implication parentale et le style éducatif démocratique favorisent tous la réussite scolaire à des niveaux différents. Mêmes faibles, des relations réciproques entre l’école et la famille sont susceptibles de favoriser la réussite scolaire des élèves du primaire dans le contexte burkinabé. Par contre, pour l’implication parentale, il faut généralement des engagements continus des parents. Le style démocratique se présente comme celui qui favorise le plus la réussite scolaire. Mais les zones de résidence (rurales) ont plus d’influence sur toutes ces variables que le genre. D’où l’importance de favoriser ou de promouvoir de véritables collaborations entre l’école et la famille en vue de permettre une plus grande réussite des élèves, surtout en zones rurales. Les actions de plaidoyer ou de lobbying devraient ainsi aller dans ce sens; elles peuvent être menées à la fois par les parents à travers leurs structures associatives, les institutions ou organismes oeuvrant dans le domaine de l’éducation, et par la communauté des chercheurs.

Why us? Perceived injustice is associated with more sexual and psychological distress in couples coping with genito-pelvic pain.

Introduction Provoked vestibulodynia (PVD) is the most frequent cause of genito-pelvic pain/penetration disorder (GPPPD) and is associated with negative psychological and sexual consequences for affected women and their partners. PVD is often misdiagnosed or ignored and many couples may experience a sense of injustice, due to the loss of their ability to have a normal sexual life. Perceiving injustice has been documented to have important consequences in individuals with chronic pain. However, no quantitative research has investigated the experience of injustice in this population. Aim The aim of this study was to investigate the associations between perceived injustice and pain, sexual satisfaction, sexual distress, and depression among women with PVD and their partners. Methods Women diagnosed with PVD (N = 50) and their partners completed questionnaires of perceived injustice, pain, sexual satisfaction, sexual distress, and depression. Main Outcome Measures (1) Global Measure of Sexual Satisfaction Scale; (2) Female Sexual Distress Scale; (3) Beck Depression Inventory-II; and (4) McGill-Melzack Pain Questionnaire. Results After controlling for partners' age, women's higher level of perceived injustice was associated with their own greater sexual distress, and the same pattern was found for partners. Women's higher level of perceived injustice was associated with their own greater depression, and the same pattern was found for partners. Women's higher perceived injustice was not associated with their own lower sexual satisfaction but partners' higher perceived injustice was associated with their own lower sexual satisfaction. Perceived injustice was not associated with women's pain intensity. Conclusion Results suggest that perceiving injustice may have negative consequences for the couple's sexual and psychological outcomes. However, the effects of perceived injustice appear to be intra-individual. Targeting perceived injustice could enhance the efficacy of psychological interventions for women with PVD and their partners.

To say or not to say : dyadic ambivalence over emotional expression and its associations with pain, sexuality, and distress in couples coping with provoked vestibulodynia.

Introduction Provoked vestibulodynia (PVD) is a highly prevalent and taxing female genital pain condition. Despite the intimate nature of this pain and the fact that affective factors such as anxiety have been shown to modulate its manifestations, no study has yet explored the emotional regulation of couples in which the woman suffers from PVD. Aim Ambivalence over emotional expression (AEE) is an emotional regulation variable that quantifies the extent to which a person is comfortable with the way she or he expresses emotions. We examined whether the dyadic AEE of couples in which the woman suffers from PVD was differentially associated with women's pain and couples' psychological, sexual, and relational functioning. Methods Couples (N = 254), in which the woman suffered from PVD, completed the AEE questionnaire. A couple typology of dyadic AEE was created. Main Outcome Measures Dependent measures for both members of the couple were the global measure of sexual satisfaction scale, the Beck depression inventory II, and the revised dyadic adjustment scale. The female sexual function index and the sexual history form were used to assess the sexual function of women and men, respectively. Women also completed the pain rating index of the McGill pain questionnaire. Results Couples, in which both partners were considered low on AEE, had the highest scores on sexual satisfaction (P = 0.02) and function (P < 0.01), the lowest depression scores (P < 0.01), and the best dyadic adjustment (P = 0.02). No difference in pain intensity was found between couples. Conclusions Findings suggest that, for couples in which the woman suffers from PVD, an emotional regulation that is low in ambivalence in both partners is associated with better psychological, sexual, and relational outcomes. Results indicate that emotional regulation may be important to consider in the assessment and treatment of couples coping with PVD.

Effect of Gender-role Orientations and Communication Styles on Executive Performance

Biosocial profile can produce variations in Gender-role Orientation of executives. Biosocial variables are not responsible for the development of Communication Style except in cases of number of children, dual career family and fathers occupation. Gender-role orientation is a function of Communication Style. Executive performance is a function of Communication Style.Gender- role orientation can have a decisive influence on executive performance. The cumulative effect of Communication Style and gender role orientation can produce variations in executive performance. Open Communication Style is predominantly responsible for the creation of a higher level executive performance than other Communication Styles.

Strategies for coping with feed scarcity among urban and peri-urban livestock farmers in Kampala, Uganda

Livestock keeping is increasingly becoming more popular in Kampala, the capital city of Uganda. However, lack of feed is a real challenge. Inadequate feed supply in urban areas is due to many interacting factors, which include among others land shortage, high cost of feeds, climate risks and poor quality of feeds. The objective of this study was to identify and examine the effectiveness of the strategies adopted by livestock farmers in urban and peri-urban areas of Kampala, Uganda to cope with feed scarcity. A total of 120 livestock farmers from Kampala were interviewed using a structured questionnaire. Dairy cattle (48.3%) and chickens (37.5%) were the most common species, followed by pigs (34.2%), goats (26.7%) and sheep (3.3%). Farm size was generally small both in terms of herd size and total landholding. Cattle and pig farmers in urban and peri-urban areas of Kampala ranked feed scarcity as their first major constraint, while chicken farmers had high cost of feeds. These farmers have adopted several strategies for coping with feed scarcity. Among the major coping strategies adopted were: changing of feed resources based on availability and cost (37.5%), purchasing of feed ingredients in bulk (29.7%), using crop/food wastes (26.6%), harvesting of forages growing naturally in open access lands (23.4%) and reducing herd size (17.2%). However, most of the coping strategies adopted were largely aimed at dealing with the perennial challenge of feed scarcity on a day-by-day basis rather than dealing with it using sustainable and long-term strategies.

The relationships of character strengths with coping, work-related stress, and job satisfaction

Personality traits have often been highlighted to relate to how people cope with stressful events. The present paper focuses on character strengths as positive personality traits and examines two basic assumptions that were derived from a core characteristic of character strengths (i.e., to determine how individuals deal with adversities): (1) character strengths correlate with coping and (2) buffer the effects of work-related stress on job satisfaction. Two different samples (i.e., a mixed sample representing various occupations [N = 214] and a nurses sample [N = 175]) filled in measures for character strengths, coping, work-related stress, and job satisfaction. As expected, intellectual, emotional, and interpersonal strengths were related to coping. Interpersonal strengths played a greater role for coping among nurses, as interactions with others are an essential part of their workday. Furthermore, intellectual strengths partially mediated the negative effect of work-related stress on job satisfaction. These findings open a new field for research on the role of personality in coping with work-related stress. Character strengths are trainable personal characteristics, and therefore valuable resources to improve coping with work-related stress and to decrease the negative effects of stress. Further research is needed to investigate this assumed causality.

Cybergrooming : Risk factors, coping strategies and associations with cyberbullying

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Stability and consistency of coping in adolescence : A longitudinal study

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Curriculum sequencing for an e-learning system based on learning styles

This work shows the use of adaptation techniques involved in an e-learning system that considers students' learning styles and students' knowledge states. The mentioned e-learning system is built on a multiagent framework designed to examine opportunities to improve the teaching and to motivate the students to learn what they want in a user-friendly and assisted environment

Picking your profile: an academic guide to learning styles

This guide provides a brief overview on different learning styles, along with the best way to approach study for each type.

An Introduction to applying styles in MS Word 2010

Keeping formatting consistent is made easy by using Styles and they allow you to change the look of the text formatting throughout your file with a few clicks. This video shows how to apply styles in a MS Word 2010 file. Using Heading styles also allow you to make the most out of Word’s Navigation Pane and Table of Contents features – watch our videos on those too! For best viewing Download the video.

Using Heading Styles in the University's thesis template in MS Word 2010

This will probably be the most useful and time-saving thing you can do when writing a thesis. Using Heading styles in your thesis will not only create a series of sequentially numbered, consistently formatted headings and subheadings, it will also allow you to make a refreshable Table of Contents and make the most out of Word’s Navigation Pane. For best viewing Download the video.

Using the Normal and Quotation styles in the University's thesis template for MS Word 2010

The Normal style is used for all your standard paragraphs of text in the thesis and also provides the underlying formatting attributes for other styles. Learn how to use this style. For best viewing Download the video. The Quotation style is used to indicate text that it being quoted in your thesis, see how to use this style.

Using the TitlePage, Contents and Appendix styles in the University's thesis template for MS Word 2010

This video shows you when and how to use the styles TitlePage, Contents and Appendix styles in the University's thesis template in Word 2010. For best viewing Download the video.