Come riconoscere un feeding disorder

2021 ◽  
Vol 40 (5) ◽  
pp. 309-313
Author(s):  
Maria Francesca Porcù ◽  
Sara Bonazzi ◽  
Elisa Mazzoni ◽  
Giulia Cervi ◽  
Giuseppina Paone ◽  
...  
Keyword(s):  
School Environment ◽  
Structural Changes ◽  
Oral Intake ◽  
Feeding Disorders ◽  
Healthy Children ◽  
Feeding Disorder ◽  
Adequate Food ◽  
The Family ◽  
New Strategies ◽  
Behavioural Strategies

Feeding disorders (FDs) are a large group of behaviours characterized by selectivity, inadequate intake and refusal of food. These disorders are frequent in children (10-15% < 3 years old) and their causes are multiple and variably combined. FDs have a significant impact in everyday life for the child, their family and caregivers inside or outside the school environment. In the last few years in the Department of Paediatric Dysphagia in Bologna (Italy) an increase in the number of healthy children with insufficient oral intake or extremely selective food behaviour, due to selecting in type, texture, smell or appearance of food, has been observed. These children tend to develop dysfunctional or oppositional behaviours during mealtime. This growing need requires the implementation of a network with local paediatricians that focalize the feeding disorder and refer the family to a multidisciplinary assessment. The multidisciplinary team identifies behavioural strategies, structural changes to the mealtime and at the same time introduces intervention for the sensorial normalization. The primary goal is the caregivers’ training: parents and school staff are constantly supported as they offer the child new, different, pleasant and adequate food proposals, avoiding to stop at first refusal. Parent training plays a significant role during such intervention, as it reduces mealtime stress and improves child-parent relationship. The introduction of new strategies during mealtime in a playful, positive and cheerful setting encourages the child’s willingness to taste new foods or new textures. Moreover, their peer and parent modelling improves the outcome.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

Orthodontic Aspects on the Chronological and Dental Age in Children with Down Syndrome

2018 ◽  
Vol 69 (1) ◽  
pp. 208-213
Author(s):  
Mariana Pacurar ◽  
Bogdan Dragomir ◽  
Alina Silvana Szalontay ◽  
Cristian Romanec
Keyword(s):  
Down Syndrome ◽  
Emotional Disorders ◽  
Metabolic Diseases ◽  
Genetic Disorder ◽  
Signs And Symptoms ◽  
Deciduous Teeth ◽  
Healthy Children ◽  
Dental Maturation ◽  
Children With Down Syndrome ◽  
The Family

Genetics is a key discipline in medicine, but also a clinical discipline with medical and social implications. The interest in reducing the number of genetic disorders and recognizing the risk of them repeating when a family confronts itself with a genetic anomaly becomes more and more important in the hierarchy of prophylactic emergencies. Presenting themselves as metabolic diseases (monogenic mutations) or malformations (polygenic and multifactorial heredity) because of their frequency, these disorders position themselves on an ascendant curve. They become difficult to deal with for the society, for the family and for the interested individual and cause emotional disorders. The Down syndrome is the most frequent type of genetic disorder. It is characterized by a specific set of signs and symptoms. People with Down syndrome require special medical care that, apart from the family, must include a team of doctors of various specializations and also a dentist. They are predisposed to hearing and sight disorders and thyroid problems as well. In 50% of the cases there are also anomalies of the heart, and the risk of leukaemia is 20 times higher. Some of them even develop an Alzheimer type dementia during their life. The people with Down syndrome can have an average IQ up to a moderate form of handicap. In particular, the studies on Down syndrome in dentistry are quite frequent, but they focus more on cavities, periodontal disease and hypodontia. In spite of this, the connection of Down syndrome and dental eruption is less studied. Consequently, the present study is intended to fill this missing part from the specialized literature, focusing on the relation between the Down syndrome and the chronological and dental ages in children. The health of the oral cavity is neglected in these patients, their parents focusing more on the treatment of the other systemic disorders of their children; the lack of interest is reflected in their poor oral hygiene.The trial group included 94 children with mixt dentition, aged between 6 and 12, divided as follows: 36 children with Down syndrome enrolled at the Educational Centre for Inclusive Education no. 1 of Tg. Mures and Alpha Transilvana Foundation. The chronology and the eruption sequences are subjected to certain variations and they are influenced by the presence of cavities, the premature loss or, on the contrary, the prolonged retention of deciduous teeth as well as dental anchylosis. Dental maturation is less subjected to variations, as it is a progressive, continuous and cumulative process. The presence of Down syndrome in children generates a delay in teeth eruption by 1.27 years compared to the data identified in the specialized literature and to the information obtained on the healthy children included in the study.

scholarly journals Involvement of loop 5 lysine residues and the N-terminal β-hairpin of the ribotoxin hirsutellin A on its insecticidal activity

2016 ◽  
Vol 397 (2) ◽  
pp. 135-145 ◽  
Author(s):  
Miriam Olombrada ◽  
Lucía García-Ortega ◽  
Javier Lacadena ◽  
Mercedes Oñaderra ◽  
José G. Gavilanes ◽  
...  
Keyword(s):  
Active Sites ◽  
Structural Changes ◽  
The Other ◽  
Spatial Proximity ◽  
Ribonucleolytic Activity ◽  
The Family ◽  
Lysine Residues ◽  
Hirsutella Thompsonii ◽  
Close Spatial Proximity ◽  
High Degree

Abstract Ribotoxins are cytotoxic members of the family of fungal extracellular ribonucleases best represented by RNase T1. They share a high degree of sequence identity and a common structural fold, including the geometric arrangement of their active sites. However, ribotoxins are larger, with a well-defined N-terminal β-hairpin, and display longer and positively charged unstructured loops. These structural differences account for their cytotoxic properties. Unexpectedly, the discovery of hirsutellin A (HtA), a ribotoxin produced by the invertebrate pathogen Hirsutella thompsonii, showed how it was possible to accommodate these features into a shorter amino acid sequence. Examination of HtA N-terminal β-hairpin reveals differences in terms of length, charge, and spatial distribution. Consequently, four different HtA mutants were prepared and characterized. One of them was the result of deleting this hairpin [Δ(8-15)] while the other three affected single Lys residues in its close spatial proximity (K115E, K118E, and K123E). The results obtained support the general conclusion that HtA active site would show a high degree of plasticity, being able to accommodate electrostatic and structural changes not suitable for the other previously known larger ribotoxins, as the variants described here only presented small differences in terms of ribonucleolytic activity and cytotoxicity against cultured insect cells.

Features in Families and Family Relationships

2002 ◽  
Vol 90 (3_part_2) ◽  
pp. 1105-1108
Author(s):  
H. Niederhofer ◽  
W. Staffen ◽  
A. Mair
Keyword(s):  
Family Relationships ◽  
Psychological Disorders ◽  
Test System ◽  
Standardized Assessment ◽  
Healthy Children ◽  
Mothers And Fathers ◽  
Psychotherapeutic Interventions ◽  
Emotional Relationships ◽  
The Family

Standardized assessment of family features is not used routinely, although these factors may play an important role in the course of children's psychological disorders. The present study investigated the association among relationships within the families of 115 healthy children ( M = 8.2 yr., SD = 2.13; 70 boys, 45 girls). 115 mothers and fathers were asked to complete a standardized questionnaire assessing the family features (Familienklima-Testsystem by Schneewind, et al.) and another asking for their estimation of emotional relationships of the members of the family (Subjektives Familianbild-Test System by Mattejat). Analysis showed that the parents’ ratings indicated significantly more empathic fathers as well as significantly more autonomous mothers in well-organized, conflict-free families. Our results indicate an association between families’ organization and measured scores for fathers’ empathy and mothers’ autonomy. Sufficient intrafamilial communication is associated with roles of the parents within the family. Psychotherapeutic interventions might focus on the families’ organization.

Cerebral autosomo-dominant arteriopathy with subcortical infarctions and leukoencephalopathy

2021 ◽  
Vol 26 (5) ◽  
pp. 30-38
Author(s):  
E. A. Savchuk ◽  
E. P. Golubinskaya ◽  
T. N. Shcherbinina ◽  
G. Yu. Voronin ◽  
E. O. Savchuk ◽  
...  
Keyword(s):  
Clinical Case ◽  
Structural Changes ◽  
Light And Electron Microscopy ◽  
Joint Work ◽  
Genetic Studies ◽  
Small Vessels ◽  
Clinical Case Study ◽  
The Family ◽  
Probable Diagnosis

The article presents an analysis of the literature and a clinical case of a rare disease from the group of diseases of small vessels — cerebral autosomal dominant arteriopathy with subcortical infarction and leukoencephalopathy (CADASIL).It is based on the deposition of osmiophilic granulation material in vessels of small and medium caliber. A mutation in the NOTCH3 gene on chromosome 19p13 leads to significant structural changes in the walls of small arteries due to impaired differentiation and maturation of smooth muscle cells.CADASIL is characterized by four key symptoms: migraines, recurrent ischemic strokes, mental disorders, and cognitive decline. The clinical case study is presented from the standpoint of a multidisciplinary patient-oriented approach of joint work of neurologists and morphologists. On the basis of clinical and laboratory criteria, a probable diagnosis was made. To confirm it, a muscle biopsy was performed (a musculocutaneous flap from the inner surface of the thighs and forearms), in order to conduct light and electron microscopy. The details of the results of the morphological study, which made it possible to verify the patient’s diagnosis, are presented. Differential diagnostic judgments are presented and recommendations for genetic studies in the family, prognosis and treatment of the patient are given.

scholarly journals Child witnesses of domestic violence: Potential implications on procedures used by educational institutions

2018 ◽  
Vol 50 (2) ◽  
pp. 286-306
Author(s):  
Tanja Ignjatovic
Keyword(s):  
Domestic Violence ◽  
Social Relations ◽  
School Environment ◽  
Traumatic Experience ◽  
Educational Institutions ◽  
School Activities ◽  
Community Institutions ◽  
Exposure To Domestic Violence ◽  
The Family ◽  
Available Information

Children?s witnessing scenes of violence in the family context incurs numerous and diverse consequences on their health and wellbeing, including school activities and personal achievement, their social relations and risk of subsequent bullying behaviour or victimization at school. At the same time, the school environment can play an important role in developing strategies of overcoming and recovering from the traumatic experience such as one?s exposure to domestic violence. This paper presents an overview of the main foreign and domestic findings on the connection between violence against children and violence against women, their mothers, the consequences that violence in a partnership has on various aspects of childrens? development and health, children?s strategies for overcoming and their resilience, and institutional reactions to childrens? testimony about instances of domestic violence. Special attention is placed on the implications that this phenomenon has on the operation and responsibility educational institutions to ensure a safe environment for these children within the family and at school and to provide them with assistance and support. This points to the importance of the relevant regulations and their interpretations, the dilemmas that teachers and schools can face in their application, available information and expertise, the development of close collaboration between schools and relevant community institutions, or the systematic and systematic nature of capacity building for teachers and schools for attentive and the consistent application of preventive and intervention programs.

scholarly journals KONTRIBUSI PEMANFAATAN MEDIA AUDIO AKSI TERHADAP PENGEMBANGAN KEMAMPUAN BERBAHASA PADA ANAK USIA DINI

2017 ◽  
Vol 5 (1) ◽  
pp. 51
Author(s):  
Faiza Indriastuti
Keyword(s):  
Early Childhood ◽  
Experimental Method ◽  
School Environment ◽  
Language Skills ◽  
Language Ability ◽  
The Family ◽  
Development Of Language ◽  
User Friendly ◽  
Stimulation Of

AbstractDevelopment of early childhood language is very important in developingthe communication and interaction skills with others. Stimulation of the development of language skills can be done in the family and school environment. The purpose of this study is to determine the extent of contributionof media audio AKSI utilization in developing early childhood language ability. This study uses an experimental method to early childhood that using media audio AKSI as a learning treatment. The result of this study revealed that media audio AKSI has a signi cantly contribution for developing early childhood’s languange skills because enabling to improve the quality of children’s learning achievements, enabling to make teacher more productive, enabling to provide alternative learning media that more user friendly, and enabling to the ease of audio  les storage, retrieval, and utilization makes learning become more  exible. AbstrakPengembangan berbahasa anak usia dini sangat penting dilakukan untuk mengembangkan keterampilan berkomunikasi dan berinteraksi dengan orang lain. Stimulasi pengembangan kemampuan berbahasa tersebut dapat dilakukan, baik di lingkungan keluarga maupun lingkungan sekolah. Tujuan penelitian ini adalah mengetahui sejauhmana kontribusi pemanfaatan media audio AKSI terhadap pengembangan kemampuan berbahasa anak usia dini. Penelitian ini menggunakan metode eksperimen terhadap peserta didik usia dini melalui treatmen penggunaan media audio AKSI dalam pembelajaran. Hasil penelitian ini mengungkapkan bahwa media audio AKSI memberikan kontribusi yang cukup besar terhadap pengembangan kemampuan berbahasa anak usia dini karena mampu meningkatkan kualitas hasil belajar anak, mampu membuat pendidik lebih produktif, dan mampu memberikan alternatif media pembelajaran yang lebih user friendly, dan kemudahan penyimpanan, pengambilan, dan pemanfaatan  le audio menjadikan pembelajaran menjadi lebih  eksibel. 

Sleep Problems Seen in Pediatric Practice

PEDIATRICS ◽  
1985 ◽  
Vol 75 (3) ◽  
pp. 477-483 ◽  
Author(s):  
Betsy Lozoff ◽  
Abraham W. Wolf ◽  
Nancy S. Davis
Keyword(s):  
Sleep Problem ◽  
Sleep Problems ◽  
Behavior Patterns ◽  
Healthy Children ◽  
Pediatric Practice ◽  
White Children ◽  
Two Samples ◽  
The Family ◽  
Pilot Sample ◽  
Night Waking

To determine whether sleep problems commonly seen in pediatric practice, such as conflicts at bedtime and night waking, are associated with more pervasive disturbances in the child or family, two groups of healthy children were studied. Interview data from a pilot sample were examined to identify factors that might be important in sleep problems, and then the results were validated with data from the second sample. The two samples included 96 white children between 6 months and 4 years of age. In each group, approximately 30% had a sleep problem by the criteria that night waking involving parents or bedtime struggles occurred three or more nights a week for the month preceding the interview, accompanied by conflict or distress. Five experiences distinguished children with sleep problems from those without: an accident or illness in the family, unaccustomed absence of the mother during the day, maternal depressed mood(s), sleeping in the parental bed, and maternal attitude of ambivalence toward the child. These experiences correctly classified 100% of pilot and 83% of validation sample children as having a sleep problem or not. The similarity of findings in the two samples attests to the potential importance of sleep problems as an early childhood symptom. Bedtime conflicts and night waking seem to be quantifiable, easily ascertainable behavior patterns that could alert pediatric health professionals to the existence of more pervasive disturbances in child and family.

LGB-Parent Families and the School Context

2016 ◽  
pp. 99-114
Author(s):  
Abbie E. Goldberg
Keyword(s):  
Academic Achievement ◽  
Social Class ◽  
Social Functioning ◽  
School Environment ◽  
School Context ◽  
Geographic Location ◽  
Multiple Contexts ◽  
The Family ◽  
Race Ethnicity ◽  
And Bisexual

Children are influenced by multiple contexts, including their families and schools. Research on children with lesbian, gay, and bisexual (LGB) parents has primarily focused on their experiences within their families, with little attention to experiences in the school context. The lack of research on the family–school interface of LGB parent families is troubling because these families are vulnerable to marginalization, exclusion, and stigma in the broader society, which likely extend to the school environment. This chapter reviews research on the academic achievement, social functioning, and bullying of children with LGB parents. When relevant, the author emphasizes race/ethnicity, social class, geographic location, and other key social locations that may shape the experiences of LGB–parent families, then addresses research on LGB parents themselves, including their experiences in selecting and interacting with their children’s schools. The chapter ends with recommendations for educators and practitioners who may encounter LGB parent families.

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