摘要:

ABSTRACT:Encopresis affects 1% to 3% of the general pediatric population, yet most parents are unaware of the condition. Parents frequently view encopretic symptoms as deliberate actions and react punitively. Children with encopresis live in constant fear of ridicule about a problem over which they have no control. The lengthy, complex management program for encopresis usually includes physiological and behavioral approaches. Noncompliance and withdrawing from the program too quickly are major obstacles to success. The collaborative protocol model, focused on medical clinicians, children and families, and school nurses in collaboration with the children's teachers provides comprehensive strategical management of encopresis. As health professionals with frequent opportunity for communication with children and their parents, schools nurses are essential members of the collaborative management team. Also, the unique position of school nurses offers the opportunity to identify children with encopresis and help them work toward a positive outcome.

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1995.tb06232.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1995.tb06233.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

摘要:

ABSTRACT:Although school health education now is seen as a national priority, little descriptive data on teachers responsible for delivering school health education have been collected. This survey provided baseline data on secondary health educators in Texas that, in turn, can be used to compare with data from other states. Questionnaires were received from 205 randomly selected secondary health educators in Texas. Subjects were sorted into two groups, full‐time health educators or part‐time health educators, based on the number of hours/classes spent teaching health education. Less than 50% of respondents held a degree in health education, 30% did not have a teaching certification in health education, and 10% had no academic background in health education. Those with no background in health education showed significantly less confidence and competence in their teaching ability than those with some background in health education. Almost all felt health education was as important as other courses, but slightly more than one‐half felt their administration shared that view. Less than 36% felt other faculty members viewed health education as important as other courses. (J Sch Health. 1995;65(9):36

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1995.tb06234.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1995.tb06235.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1995.tb06236.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1995.tb06237.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1995.tb06238.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1995.tb06239.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1995.tb06240.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY

ISSN:0022-4391    

DOI:10.1111/j.1746-1561.1995.tb06241.x

出版商:Blackwell Publishing Ltd    

年代:1995

数据来源: WILEY