运动性外伤截瘫病人术后康复护理

康复护理是运动性外伤截瘫术后不可缺少的医学工程,运用现代康复护理技术结合传统护理模式,对截瘫术后患者护理,与单纯传统护理模式相比较,具有科学性强,疗效满意之特点,值得探讨和推广。     

Touching the didactic contract—a student perspective on intergenerational touch in PE

A growing anxiety around intergenerational touch in educational settings has both emerged and increased in recent years. Previous research reveals that Physical Education (PE) teachers have become more cautious in their approaches to students and they avoid physical contact or other behavior that could be regarded as suspicious [Fletcher, 2013. Touching practice and physical education: Deconstruction of a contemporary moral panic. Sport, Education and Society, 18(5), 694–709. doi:10.1080/13573322.2013.774272; Öhman, 2016. Losing touch—teachers’ self-regulation in physical education. European Physical Education Review, 1–14. doi:10.1177/1356336X15622159; Piper, Garratt, & Taylor, 2013. Child abuse, child protection and defensive ‘touch’ in PE teaching and sports coaching. Sport, Education and Society, 18(5), 583–598. doi:10.1080/13573322.2012.735653]. Some also feel anxious about how physical contact might be perceived by the students. The purpose of this article is to investigate physical contact between teachers and students in PE from a student perspective. This is understood through the didactic contract. For this purpose, focus group interviews using photo elicitation have been conducted with upper secondary school students in Sweden. One of the major findings is that intergenerational touch is purpose bound, that is, physical contact is considered relevant if the teacher has a good intention with using physical contact. The main agreements regarding physical contact as purpose bound are the practical learning and emotional aspects, such as learning new techniques, preventing injury, closeness and encouragement. The didactic contract is in these aspects stable and obvious. The main disagreements are when teachers interfere when the students want to feel capable or when teachers interfere when physical contact is not required in the activity. In these aspects the didactic contract is easily breached. It is also evident that personal preference has an impact on how physical contact is perceived. In conclusion, we can say that physical contact in PE is not a question of appropriate or inappropriate touch in general, but rather an agreement between the people involved about what is expected. Consequently, we should not ban intergenerational touch, but rather focus on teachers’ abilities to deal professionally with the didactic contract regarding physical contact.     

青少年急性膝关节创伤性骨髓异常与创伤机制及软组织损伤的关系

目的：初步探讨青少年急性膝关节创伤性骨髓异常与创伤机制及软组织损伤的关系。方法：回顾性分析69例青少年急性膝关节损伤患者的临床及影像学资料。通过膝关节磁共振成像（MRI）评估创伤性骨髓异常的部位及前交叉韧带、后交叉韧带、内侧副韧带、外侧副韧带及内、外侧支持带等软组织的损伤,根据临床资料汇总创伤机制。结果：69例患者包括19例轴移损伤,17例髌骨外侧脱位,12例过伸伤,11例外翻损伤和10例仪表盘损伤。轴移损伤引起创伤性骨髓异常部位多位于股骨外侧髁后区（94.7%）、股骨外侧髁前区（84.2%）和胫骨外侧平台后区（78.9%）,常伴有前交叉韧带撕裂（94.7%）。髌骨外侧脱位多位于髌骨（100%）、股骨外侧髁后区（100%）和股骨外侧髁前区（94.1%）,常伴有内侧支持带撕裂（88.2%）。过伸伤主要累及胫骨内侧平台前区（83.3%）、胫骨外侧平台前区（75%）和股骨内侧髁前区（66.7%）,常伴有前交叉韧带（91.7%）和后交叉韧带损伤（58.3%）。外翻损伤主要累及股骨,包括股骨外侧髁后区（72.7%）,股骨外侧髁前区（54.5%）和股骨内侧髁前区（45.5%）,常伴有内侧副韧带损伤（90.9%）。仪表盘损伤主要累及胫骨,包括胫骨外侧平台前区（100%）、胫骨内侧平台前区（90%）,常伴有后交叉韧带损伤（70%）。结论：青少年急性膝关节创伤性骨髓异常在MRI上的分布代表了特定的创伤机制的足迹,并能够精准地预测特定的软组织损伤。     

转型期农村代际关系失衡问题研究

社会变革和社会转型使农村代际关系出现权力下移,老年人权威全面丧失,中间一代责任缺失明显,代际关系朝理性化方向发展。传统法律政策的废除、道德力量的削弱以及村庄舆论的解体,是代际关系失衡的主要原因。重新建立稳定和谐的的代际关系,应逐步推进完善农村社会保障体系建设,加快农村社区养老建设,构建适应新时代要求的家庭代际伦理。     

《特别响,非常近》的创伤解读

《特别响,非常近》在"9·11"事件背景下,讲述了九岁小男孩奥斯卡丧失父亲后疯狂寻锁的经历。拟在创伤理论的基础上,通过解读小说中不同时期各色人物的创伤体验以及创伤复原,呼吁更多人关注身边的创伤群体。     

《屈原贾生列传》嫉妒心理探析——《史记》人物嫉妒心理分析系列之一

屈原、贾谊因出众的才能遭遇嫉妒,两人的人生轨迹、遭嫉情节及嫉妒者的多重人格及心理感受的三个阶段．即由攀比到失望、由羞愧到屈辱、由不服不满到怨恨憎恨的过程很相似。屈原和贾谊借助文学创作疗伤,只能做暂时的心理宣泄和情感寄托物。对嫉妒者的心态、行为探讨的目的,是为了达到消除嫉妒心理的目的。     

‘He knows he is safe; you are the safety net’. Key adult intervention with children with attachment difficulties: the TAs perspective

Children and young adults who are ‘looked after’ can present teachers and teaching assistants with a variety of day-to-day classroom challenges and a range of complex behaviours due to adverse childhood environments. This group of vulnerable young people have very complex social and emotional behaviours that require a considered approach of support and interventions. The types of interventions deployed in schools, however, may depend on staff knowledge, staff self-confidence, and interpersonal skills to support the child's learning and complex behaviours. An example of an intervention is the key adult intervention programme, which is purported to develop staff knowledge and self-confidence when working with looked after children. training in key adult intervention occurred at a special school, which had a high percentage of looked after children, situated in an East Midlands town. The purpose of the study was firstly to support the children through in-depth knowledge development for supporting staff, and secondly to investigate staff confidence and understanding of the needs of looked after children. In addition, supporting factors of the key adult intervention and a discovery of any barriers to its implementation were sought. Using a mixed methods approach, data were collected from participating staff using questionnaires and focused conversations. Qualitative data were analysed using Cresswells six-step process. Findings suggest that the key adult intervention is an effective means to support staff confidence and understanding and offer support for looked after children. Recommendations for future practice include increased training and support for teaching assistants, teachers and the school community as a whole. In addition, targeted professional and emotional support for the teaching assistants deployed, and increased communication between senior leaders and teaching assistants is crucial. The current research, therefore, adds to existing literature by providing an evaluation of the key adult intervention within a special school setting with evidence gathered from teaching assistants.     

Parenting, role reversals and the preservation of cultural values among Arabic speaking migrant families in Melbourne, Australia

Immigration often results in changes in family dynamics and gender roles, the loss of social networks and cultural identity, and difficulties interpreting and negotiating a new legal system. Understanding the specific nature of these changes and how factors are interlinked is a challenge for researchers. We explored cultural values, practices and behaviors relating to the family dynamics that Arabic speaking migrants (Sudanese, Iraqi and Lebanese) are confronted with and how they negotiate them in their new Australian environment. This study used qualitative methodology involving seven focus group discussions (n = 64). Participants were purposively sampled from three metropolitan regions of Melbourne, Australia based on (1) geographic location, (2) country of birth, and (3) generation (parents vs. young people). Findings revealed a state of family disharmony characterised by three major themes: (1) parenting and youth freedom; (2) parents’ struggle to preserve cultural values; (3) changes in gender roles post-migration. This study demonstrates that family unity is a core value, a cultural framework through which decisions and the role of family members are determined, and a reference for support and negotiating post-migration experiences and challenges. However, Arabic speaking parents did not trust the legal system, with the perception that it was undermining and against family dynamics and values. Effective family interventions targeting this sub-population will need to incorporate support for parents and positive parenting programs and be built within an intergenerational framework to address an intergenerational acculturation gap.     

Belonging here, not there: The case of attaining European passports by grandchildren of Holocaust survivors

The paper presents findings obtained from interviews conducted with sixty Israeli grandchildren of Holocaust survivors, discussing their views regarding Israel and Europe as expressed by their intentions to live in Israel and acquire European citizenship. Analysis of the interviews revealed that the majority view Israel as the place in which they choose to live because of family and cultural bonds, as well as from the long-lasting impact of the Holocaust. Others felt less anchored and viewed the opportunity to immigrate to their forefathers’ European homelands more positively. Their reasons were based either on the unstable Israeli security situation, compounded by the anxieties elicited by the memory of the Holocaust, or as a result of perceiving Europe as a gateway to the globalized world and its financial gains.The emerging image of Europe for this third generation vacillates between two poles, each anchored in a different time and cultural frame. The first is the “Europe of the Holocaust”; image which emerged as a result of the events that took place on European soil during the period 1933-1945 together with current anti Semitism. The second is “Europe of the Globalized world”, that is, the Europe of the era beginning in the late 1980s, with its ever-expanding social, cultural and economic boundaries. Moreover, the willingness of the third generation to openly discuss the option of either staying or leaving Israel, represents a significant change in attitude from the first and second generation of Israeli Holocaust survivors. The change is seen, as part of a process of maturation of the Israeli identity which allows for multi voices to be heard on issues of belonging and citizenship.     

浅谈家庭暴力、创伤和社会学习理论

家庭暴力是一个历史性的社会问题,它在现代社会中仍然存在。文章阐述了儿童如何学习家庭暴力并且把这些行为继续教给他们自己的后代,并就当代家庭中存在的这个严重问题探讨了对付它的实用技术。