921. Acute HAV Infection in an Inpatient Psychiatry Unit

Abstract Background The incidence of hepatitis A virus (HAV) infection has been rising in the US since 2016, and in New York State since 2019. New York City has also seen an increase of HAV infection among high risk populations. We present a case of acute HAV infection in an inpatient psychiatry unit which has its own unique isolation and management challenges. Methods A patient was admitted on 3/21/21 from a group home. He developed abdominal pain, diarrhea and vomiting on 4/15, with elevated liver function tests (LFT). He was transferred to Medicine on 4/17 and HAV IgM and IgG resulted positive on 4/18. Visitation to the unit has been halted for over a year, and no outside food has been allowed. The patient has not been observed to have any sexual exposure to others. Investigation Exposure window: 15 days prior to start of symptoms. Patients in the unit were screened for symptoms, tested for HAV IgM/IgG, LFTs. Discharged patients were contacted and referred straight for vaccination (difficult to have multiple visits). Staff members with contact to the unit were screened, via email and phone calls. If no previous vaccination and there was presence of exposure or symptoms, staff were referred to Occupational Health Services (OHS). Other Measures: The unit was terminally cleaned and daily enhanced cleaning with bleach ensued. Daily assessment of patients and staff for symptoms. Admissions were held for 2 days until all the patients were tested and given vaccine. Further admissions were screened for HAV. Results 32 inpatients screened. One patient was positive for HAV IgM, but was asymptomatic with normal LFTs. On investigation, patient had acute hepatitis in February 2021. Patients with no immunity were vaccinated. Two immunocompromised patients were also given HAV immunoglobulin. On chart review, 6 out of 29 discharged patients had evidence of immunity. 133 staff were screened and 54 referred to OHS (see table). Exposure Investigation Conclusion As evident with numerous COVID outbreaks in inpatient Psychiatry units, communicable diseases are difficult to control. Patients are in an interactive communal setting and participate in group sessions. For better care and safety of patients and staff, our unit will screen and offer HAV vaccine to new admissions. Disclosures Gregory Weston, MD MSCR, Allergan (Grant/Research Support) Inessa Gendlina, Nothing to disclose

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Perceptions of Role Expectations and Performance of the Music Coordinator

Journal of Research in Music Education ◽

10.2307/3344844 ◽

1977 ◽

Vol 25 (1) ◽

pp. 41-58 ◽

Cited By ~ 1

Author(s):

Robert W. Heller ◽

John A. Quatraro

Keyword(s):

New York ◽

School Districts ◽

New York State ◽

Role Expectations ◽

Apparent Lack ◽

Staff Members ◽

Board President ◽

And Performance ◽

Role Responsibilities ◽

Functional Components

The purpose of the study was to examine the general conceptual relationship between role expectations and perceived performance of the music coordinator. Dimensions of these concepts focused on the functional components of: administration (routine and staffing), and program (curriculum/research and evaluation). The design of the study included development of the Role Expectation Behavior-Evidenced Questionnaire (REBE). An independent panel of five music experts each attested to the validity of the content and construct of the items on the final form of the REBE, which was administered to a stratified sample of 153 school districts in New York State having music coordinators. The subjects included the chief school officer, the school board president, the music coordinator, and two randomly selected music staff members from each of the participating school districts. The research instrument proved effective in discriminating among perceptions held for role expectations and job performance of the music coordinator by the four referent groups studied. Analysis of the data revealed statistically significant disagreement among the four respondent groups in their respective perceptions of the role of the music coordinator. These differences suggest an apparent lack of clear definition and understanding of the role, responsibilities, and authority of the music coordinator. Throughout all analyses, the significant differences realized among the respondent groups served only to underscore the conflicting levels of expectation and performance established for the music coordinator.

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Eliezer Ben-Rafael, Crisis and Transformation: The Kibbutz at Century's End, New York: State University of New York Press, 1997, £17.25, xii+282 pp. (ISBN 0-7914-3225-4).

Sociology ◽

10.1017/s0038038598210133 ◽

1998 ◽

Vol 32 (3) ◽

pp. 613-637

Author(s):

CHRISTOPHER WARHURST

Keyword(s):

New York ◽

New York State ◽

State University ◽

York State

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Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.64 ◽

2015 ◽

Vol 22 (2) ◽

pp. 64-76 ◽

Cited By ~ 7

Author(s):

Catherine J. Crowley ◽

Kristin Guest ◽

Kenay Sudler

Keyword(s):

New York ◽

New York City ◽

Public Schools ◽

Cultural Competence ◽

York City ◽

Cultural Sensitivity ◽

Graduate Program ◽

Language Disorder ◽

New York State ◽

Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

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