关注学校管理的盲区--学校文化的管理

学校文化目前的状态、制度改革和人本管理的需要,共同呼唤学校文化的管理;学校文化管理的侧重点,是学校组织文化的管理;学校文化管理的主要内容,是明确目标、制定措施和管理管理者.     

Prioritizing the school environment in school violence prevention efforts

BACKGROUND: Numerous studies have demonstrated an association between characteristics of the school environment and the likelihood of school violence. However, little is known about the relative importance of various characteristics of the school environment or their differential impact on multiple violence outcomes. METHODS: Primarily African‐American students (n = 27) from Baltimore City high schools participated in concept mapping sessions, which produced interpretable maps of the school environment's contribution to school violence. Participants generated statements about their school environment's influence on school violence and, with the assistance of quantitative methods, grouped these statements according to their similarity. Participants provided information about the importance of each of these statements for the initiation, cessation, and severity of the violence that occurs at school. RESULTS: More than half of the 132 statements generated by students were rated as school environment characteristics highly important for the initiation, cessation, and/or severity of school violence. Participants identified students' own actions, expectations for disruptive behavior, and the environment outside the school as the characteristics most important for the initiation and increased severity of violence that occurs in school. Participants had a more difficult time identifying school environment characteristics important for the cessation of school violence. CONCLUSION: This study provides support from students for the role of the school environment in school violence prevention, particularly in preventing the initiation and reducing the severity of school violence. Schools can utilize the information presented in this article to begin discussions with students and staff about prioritizing school environment changes to reduce school violence.     

Working to keep school children healthy: the complementary roles of school staff and school nurses

BACKGROUND: Against a background of future uncertainty for school nursing and little previous research, this study aimed to identify and describe the distinctive role of the school nurse in working to keep school children healthy. Particular attention was paid to the 'interface' between nursing and the health-related work of teachers. The research was carried out in four health authority areas in England. METHODS: Seventy-eight semi-structured interviews were carried out with a range of respondents: school nurses, school Heads and teachers, health authority purchasers and NHS Trust managers. Seven focus group discussions were held with parents and eight with young people of secondary school age. RESULTS: Four key elements of the school nurse role were identified: safeguarding the health and welfare of children; health promotion; a pupils' confidante; and family support. In each of these aspects of work, nurses and teachers had shared or complementary roles. An over-arching role for the school nurse as 'health adviser' to pupils, parents and teachers was also identified. Despite these common elements, emphasis in the practice of individual school nurses varied widely. Difficulties for school nurses in developing their role were identified. Parents and young people saw school as an appropriate setting for health-related work. CONCLUSION: The research identified key components of the school nursing role and the complementary roles of nurses and school staff. To optimize school nurses' contribution to child health, a more strategic approach is required, in partnership with education, along with research into the effectiveness of school nursing interventions.     

农民工子弟与公办学校初中生伤害危险行为比较

目的 了解农工子弟学校与公办学校初中学生伤害危险行为发生状况,为制定干预措施提供基础数据.方法 采取分层整群抽样方法,以匿名方式对广东省11所农民工子弟学校和16所公办学校共5 791名初中学生进行伤害危险行为问卷调查.结果 农民工子弟学校初中学生打架行为发生率为30.5%,自伤行为11.2%,受欺侮13.1%,感到孤独12.9%,伤心绝望11.7%,失眠10.2%,均高于公办学校初中学生的22.4%,9.1%,10.7%,8.5%,9.3%,8.1%(P<0.01);无安全感8.0%,不安全玩耍90.4%,低于公办学校初中学生10.2%,93.7%(P<0.01);骑车违规、步行违规、非安全区游泳、打架、不安全感等外显性伤害危险行为男生高于女生(P<0.01);感到孤独、心情郁闷、失眠、伤心绝望、自伤等内隐性伤害危险行为女生高于男生(P<0.01).结论 农民工子弟发生暴力和自杀相关行为较一般学生高,应该更加关注农民工子弟社会适应问题.     

Vaccination perceptions of school employees in a rural school district

Background

There continues to be a need for increases in adult vaccination rates, especially among those working in environments which may easily become communicable disease outbreak centers, such as school employees in the school environment. The purpose of this study was to evaluate why rural Utah school employees were non-compliant with the influenza and measles, mumps, and rubella (MMR) vaccines, as well as to identify their views on mandatory vaccination policies.

Methods

A questionnaire was distributed to all school employees in a rural Utah school district. Data analysis included frequencies and measures of central tendency and dispersion for quantitative items and theme identification for qualitative items.

Results

Only 51% of school employees were adequately vaccinated for influenza. Reasons for noncompliance with the influenza vaccine included inconvenience, lack of perceived need, and questionable vaccine efficacy. There were 39.3% school employees who had not received an MMR during adulthood, which was commonly attributed to lack of knowledge regarding the need for this vaccine. Almost half (45.7%) of school employees believed a mandatory vaccination policy should be instituted, although 24.2% of school employees were opposed to mandatory adult vaccination policies. Reasons for opposing vaccination mandates included violation of personal choice, lack of perceived vaccination safety and efficacy, lack of perceived need for adult vaccines, and vaccine cost.

Conclusions

Suboptimal vaccination rates of school employees may negatively affect the health and well-being of individuals in the school environment. School employees report a variety of beliefs regarding the influenza and MMR vaccines. While over half of school employees support mandatory vaccination policies for adults working in the school environment, those opposing such a policy report concerns regarding violation of personal choice. Public health officials and school administrators should coordinate efforts to increase vaccination rates among adults in the school environment.     

Back to school

Hospital-based palliative care has been found to decrease the length of stays, ease transitions between care settings and increase patient and family satisfaction.     

Hazing of suburban middle school and high school athletes.

Little is known about the prevalence of hazing behaviors among adolescent athletes. Our survey of 1105 6th-12th grade athletes found that 17.4% had been subjected to practices that qualify as hazing. Many of these teenagers do not comprehend the abusive and potentially dangerous nature of hazing.     

辍学中学生心理健康状况分析

随着社会的发展，中学生辍学问题逐步引起社会上的重视。许多学从各方面及不同的角度对此问题进行了探讨。我国这方面的研究尚缺乏系统的深入研究。吉林省延吉市疾病预防控制中心为了解中学生辍学的心理健康状态，于2003年6月对和龙市、龙井市、汪青县的1762名中学生进行了精神卫生状况调查，被调查对象占3个中学在校学生总数的6．0％。     

Bullying among middle school and high school students--Massachusetts, 2009

Multiple studies have documented the association between substance use, poor academic achievement, mental health problems, and bullying. A small but growing body of research suggests that family violence also is associated with bullying. To assess the association between family violence and other risk factors and being involved in or affected by bullying as a bully, victim, or bully-victim (those who reported being both bullies and victims of bullying), the Massachusetts Department of Public Health and CDC analyzed data from the 2009 Massachusetts Youth Health Survey. This report summarizes the results of that analysis, which showed significant differences in risk factors for persons in all three bullying categories, compared with persons who reported being neither bullies nor victims. The adjusted odds ratios (AORs) for middle school students for being physically hurt by a family member were 2.9 for victims, 4.4 for bullies, and 5.0 for bully-victims, and for witnessing violence in the family were 2.6, 2.9, and 3.9, respectively, after adjusting for potential differences by age group, sex, and race/ethnicity. For high school students, the AORs for being physically hurt by a family member were 2.8 for victims, 3.8 for bullies, and 5.4 for bully-victims, and for witnessing violence in the family were 2.3, 2.7, and 6.8, respectively. As schools and health departments continue to address the problem of bullying and its consequences, an understanding of the broad range of associated risk factors is important for creating successful prevention and intervention strategies that include involvement by families.