Article Date: 21 Jul 2010 – 4:00 PDT

Post-traumatic stress disorder (PTSD) rates peak in women later than they do in men. Researchers writing in BioMed Central’s open access journal Annals of General Psychiatry found that men are most vulnerable to PTSD between the ages of 41 and 45 years, while women are most vulnerable at 51 to 55.

Ask Elklit and Daniel N Ditlevsen, from the University of Southern Denmark and Odense University Hospital, Denmark, collected data from 6,548 participants in previous Danish or Nordic PTSD studies in order to investigate the gender difference in the lifespan distribution of PTSD. According to Elklit, “People now live for an increased number of years compared to that of previous generations, and as a result individuals have more years in which they can be affected by the negative consequences that can follow traumatic experiences. It is therefore important to pay attention to the risk of PTSD in relation to different stages in the lifespan”.

Read in Full:  http://www.medicalnewstoday.com/articles/195409.php

 

By Anita Hamilton Wednesday, Jul. 21, 2010

Popular wisdom has long held that young children survive traumatic events better than adults do, in part because they suffer less. Being too young to understand fully the nature of what’s happening around them — during war or natural disaster, for instance — they should bounce back with much more resilience.

But new research on child survivors of Hurricane Katrina and witnesses of the 9/11 terrorist attacks suggests otherwise. “There is increasing evidence that kids know what is going on if they are directly exposed and see something like planes crashing into the [World Trade Center] towers,” says child psychologist Claude Chemtob of New York University, lead author of one of several new papers on children and disaster, published in a special section of the July and August issue of Child Development. (See the top 10 scientific discoveries of 2009.)

Together, the new studies show that young children and teens not only exhibit symptoms of posttraumatic stress and depression that are similar to those of adults, but that they may react more strongly to trauma because adults do. They also show that younger children and girls are more likely to develop symptoms of posttraumatic stress disorder (PTSD) than boys and older kids.

In the first two studies, researchers analyzed the long-term effects on children and their parents of the 9/11 attacks. In one analysis, led by Chemtob, researchers followed 116 preschool children and their mothers in Lower Manhattan who had been directly exposed to the World Trade Center attacks. Interviews were conducted with the mothers and with the children’s preschool teachers nearly three years after 9/11. (See pictures of the World Trade Center’s destruction.)

Chemtob found that compared with children whose mothers did not report symptoms of PTSD or depression, those whose mothers were affected were three times more likely to be emotionally reactive — being clingy and quick to become upset — and seven times more likely to exhibit aggressive behavior three years after the traumatic events. “Kids are very attuned to their moms because moms send cues to their kids about what’s safe and what’s not. If Mom is less available and more focused on the fearful aspects of life, then she is not helping,” Chemtob says. (Comment on this story.)

Read More …  http://www.time.com/time/health/article/0,8599,2004902,00.html?xid=rss-topstories

 

By Anita Hamilton Wednesday, Jul. 21, 2010

Popular wisdom has long held that young children survive traumatic events better than adults do, in part because they suffer less. Being too young to understand fully the nature of what’s happening around them — during war or natural disaster, for instance — they should bounce back with much more resilience.

But new research on child survivors of Hurricane Katrina and witnesses of the 9/11 terrorist attacks suggests otherwise. “There is increasing evidence that kids know what is going on if they are directly exposed and see something like planes crashing into the [World Trade Center] towers,” says child psychologist Claude Chemtob of New York University, lead author of one of several new papers on children and disaster, published in a special section of the July and August issue of Child Development. (See the top 10 scientific discoveries of 2009.)

Together, the new studies show that young children and teens not only exhibit symptoms of posttraumatic stress and depression that are similar to those of adults, but that they may react more strongly to trauma because adults do. They also show that younger children and girls are more likely to develop symptoms of posttraumatic stress disorder (PTSD) than boys and older kids.

In the first two studies, researchers analyzed the long-term effects on children and their parents of the 9/11 attacks. In one analysis, led by Chemtob, researchers followed 116 preschool children and their mothers in Lower Manhattan who had been directly exposed to the World Trade Center attacks. Interviews were conducted with the mothers and with the children’s preschool teachers nearly three years after 9/11. (See pictures of the World Trade Center’s destruction.)

Chemtob found that compared with children whose mothers did not report symptoms of PTSD or depression, those whose mothers were affected were three times more likely to be emotionally reactive — being clingy and quick to become upset — and seven times more likely to exhibit aggressive behavior three years after the traumatic events. “Kids are very attuned to their moms because moms send cues to their kids about what’s safe and what’s not. If Mom is less available and more focused on the fearful aspects of life, then she is not helping,” Chemtob says. (Comment on this story.)

Read More …  http://www.time.com/time/health/article/0,8599,2004902,00.html?xid=rss-topstories

 

ScienceDaily (July 21, 2010) — To children, the summer slide means water, garden hoses and slippery plastic sheets. To teachers, the “summer slide” is the noted decrease in reading skills after a vacation without books.

University of Tennessee, Knoxville, faculty members Richard Allington and Anne McGill-Franzen have completed a three-year study showing a significantly higher level of reading achievement in students who received books for summer reading at home. Allington and McGill-Franzen are both professors of education; McGill-Franzen is also director of the Reading Center in the College of Education, Health and Human Sciences.

Allington compares the slide in reading ability to an athlete’s fitness. “Just like hockey players lose some of their skills if they stay off their skates and off the ice for three months, children who do not read in the summer lose two to three months of reading development,” Allington said.

According to the professors’ research, the summer reading setback is the primary reason for the reading achievement gap between children who have access to reading materials at home and those who do not. Students who do not have books at home miss out on opportunities to read. Those missed opportunities can really add up.

“What we know is that children who do not read in the summer lose two to three months of reading development while kids who do read tend to gain a month of reading proficiency,” Allington said. “This creates a three to four month gap every year. Every two or three years the kids who don’t read in the summer fall a year behind the kids who do.”

In designing their study, Allington and McGill-Franzen set up three important differences from previous studies on the summer slide. First, while other experiments lasted one year, their study ran three years from 2001 to 2004. McGill-Franzen said their study was designed to cover three summers because previous researchers had demonstrated that a single summer school session did not boost achievement.

Second, earlier studies had given the students pre-determined books, but in the Allington and McGill-Franzen study, students chose their books. Pop-culture books were the favorites, featuring musicians, athletes and television and movie characters.

“Research has demonstrated that choice makes a very important contribution to achievement,” said McGill-Franzen.

The third difference was the grade levels. McGill-Franzen and Allington targeted younger students, who were in first and second grades at the beginning of the study. Previous studies were done on students completing third through sixth grades. The researchers randomly selected 852 children to receive books and 478 students to be in the control group.

The researchers’ study found that summer reading is just as effective, if not more so, as summer school. McGill-Franzen and Allington compared their outcomes with studies on the impacts and costs of summer school attendance and found the summer reading program effect equal or even greater.

“We found our intervention was less expensive and less extensive than either providing summer school or engaging in comprehensive school reform,” Allington said. “The effect was equal to the effect of summer school. Spending roughly $40 to $50 a year on free books for each child began to alleviate the achievement gap that occurs in the summer.”

To get books into the hands of all children for summer reading, Allington and McGill-Franzen suggest keeping school libraries open during the summer break, sending books home with the students; and building on children’s prior knowledge by providing books on pop culture and local animals and habitats.

The researchers’ study will be published in the fall issue of Reading Psychology.

Source:  http://www.sciencedaily.com/releases/2010/07/100721112234.htm

 

 

ScienceDaily (July 21, 2010) — To children, the summer slide means water, garden hoses and slippery plastic sheets. To teachers, the “summer slide” is the noted decrease in reading skills after a vacation without books.

 

University of Tennessee, Knoxville, faculty members Richard Allington and Anne McGill-Franzen have completed a three-year study showing a significantly higher level of reading achievement in students who received books for summer reading at home. Allington and McGill-Franzen are both professors of education; McGill-Franzen is also director of the Reading Center in the College of Education, Health and Human Sciences.

 

Allington compares the slide in reading ability to an athlete’s fitness. “Just like hockey players lose some of their skills if they stay off their skates and off the ice for three months, children who do not read in the summer lose two to three months of reading development,” Allington said.

 

According to the professors’ research, the summer reading setback is the primary reason for the reading achievement gap between children who have access to reading materials at home and those who do not. Students who do not have books at home miss out on opportunities to read. Those missed opportunities can really add up.

 

“What we know is that children who do not read in the summer lose two to three months of reading development while kids who do read tend to gain a month of reading proficiency,” Allington said. “This creates a three to four month gap every year. Every two or three years the kids who don’t read in the summer fall a year behind the kids who do.”

 

In designing their study, Allington and McGill-Franzen set up three important differences from previous studies on the summer slide. First, while other experiments lasted one year, their study ran three years from 2001 to 2004. McGill-Franzen said their study was designed to cover three summers because previous researchers had demonstrated that a single summer school session did not boost achievement.

 

Second, earlier studies had given the students pre-determined books, but in the Allington and McGill-Franzen study, students chose their books. Pop-culture books were the favorites, featuring musicians, athletes and television and movie characters.

 

“Research has demonstrated that choice makes a very important contribution to achievement,” said McGill-Franzen.

 

The third difference was the grade levels. McGill-Franzen and Allington targeted younger students, who were in first and second grades at the beginning of the study. Previous studies were done on students completing third through sixth grades. The researchers randomly selected 852 children to receive books and 478 students to be in the control group.

 

The researchers’ study found that summer reading is just as effective, if not more so, as summer school. McGill-Franzen and Allington compared their outcomes with studies on the impacts and costs of summer school attendance and found the summer reading program effect equal or even greater.

 

“We found our intervention was less expensive and less extensive than either providing summer school or engaging in comprehensive school reform,” Allington said. “The effect was equal to the effect of summer school. Spending roughly $40 to $50 a year on free books for each child began to alleviate the achievement gap that occurs in the summer.”

 

To get books into the hands of all children for summer reading, Allington and McGill-Franzen suggest keeping school libraries open during the summer break, sending books home with the students; and building on children’s prior knowledge by providing books on pop culture and local animals and habitats.

 

The researchers’ study will be published in the fall issue of Reading Psychology.

 

Source:  http://www.sciencedaily.com/releases/2010/07/100721112234.htm

 

David Brindle

Wednesday 21 July 2010

Many disabled people who lost their jobs when Remploy shut 29 factories in 2008 have not worked again. But does this mean that sheltered workplaces are the best option? Opinion is divided

After working at a Remploy sheltered factory for 15 years, Iain Muir now earns a market wage as a forklift driver at an East Kilbride warehouse. His profound deafness presents challenges, but nothing that cannot be overcome with support, understanding and a little sign language.

Muir, 50, is a full and valued member of staff at the Furnishing Service, a company supplying furniture and fittings to councils and housing associations across Britain. His experience shows that, given the opportunity, disabled people can cope perfectly well in “open” employment.

“I’m enjoying the job,” Muir says. “My new colleagues are fantastic – they’re really friendly and helpful, and lots of them are keen to learn to sign.”

Not all former Remploy workers are so fortunate. Many of those who lost their jobs when the government agency shut 29 factories in 2008 have not worked again. The bitter row over the closure programme rumbles on, polarising views about the future of sheltered or protected workplaces, and the viability of expecting disabled people to compete in the open labour market.

An attempt will tomorrow be made to find common ground in the argument. At a conference in London, disability umbrella organisation Radar will present a discussion paper seeking to achieve consensus around what disabled people want from employment, and which models of employment are most likely to achieve it.

The paper, funded by Remploy but drawn up after consultation with a broad range of interest groups, including trade union leaders opposed to sheltered factory closures, sets out 10 propositions endorsed by a panel of almost 40 disabled individuals chosen from Radar affiliates.

Read More …  http://www.guardian.co.uk/society/2010/jul/21/disabled-people-open-jobs-market

 

David Brindle

Wednesday 21 July 2010

Many disabled people who lost their jobs when Remploy shut 29 factories in 2008 have not worked again. But does this mean that sheltered workplaces are the best option? Opinion is divided

After working at a Remploy sheltered factory for 15 years, Iain Muir now earns a market wage as a forklift driver at an East Kilbride warehouse. His profound deafness presents challenges, but nothing that cannot be overcome with support, understanding and a little sign language.

Muir, 50, is a full and valued member of staff at the Furnishing Service, a company supplying furniture and fittings to councils and housing associations across Britain. His experience shows that, given the opportunity, disabled people can cope perfectly well in “open” employment.

“I’m enjoying the job,” Muir says. “My new colleagues are fantastic – they’re really friendly and helpful, and lots of them are keen to learn to sign.”

Not all former Remploy workers are so fortunate. Many of those who lost their jobs when the government agency shut 29 factories in 2008 have not worked again. The bitter row over the closure programme rumbles on, polarising views about the future of sheltered or protected workplaces, and the viability of expecting disabled people to compete in the open labour market.

An attempt will tomorrow be made to find common ground in the argument. At a conference in London, disability umbrella organisation Radar will present a discussion paper seeking to achieve consensus around what disabled people want from employment, and which models of employment are most likely to achieve it.

The paper, funded by Remploy but drawn up after consultation with a broad range of interest groups, including trade union leaders opposed to sheltered factory closures, sets out 10 propositions endorsed by a panel of almost 40 disabled individuals chosen from Radar affiliates.

Read More …  http://www.guardian.co.uk/society/2010/jul/21/disabled-people-open-jobs-market

 

Wednesday 21st July, 2010. 

 

Wednesday 21st July, 2010. 

 

Article Date: 19 Jul 2010 – 5:00 PDT

The Mariani Foundation for Paediatric Neurology announces “The Neurosciences and Music – IV: Learning and Memory”, to be held in Edinburgh (Scotland, UK) from 9th to 12th June 2011. The conference is conceived as a continuation of the previous meetings on the relation between music and the neurosciences in which our foundation participated: “The Biological Foundations of Music” (New York, 2000), “The Neurosciences and Music, Mutual Interactions and Implications of Developmental Functions” (Venice, 2002), “The Neurosciences and Music – II, From Perception to Performance” (Leipzig, 2005) and “The Neurosciences and Music – III, Disorders and Plasticity”. These conferences have been highly successful and have generated enormous excitement within the music neuroscience community, among both established and newer researchers. By providing the opportunity to present new results and exchange information, the meetings have contributed substantially to the growth of new research and collaborations in the neuroscience of music and to its visibility within the broader scientific community.

Source:
Vincenzo Renzi
Fondazione Mariani Onlus

http://www.medicalnewstoday.com/articles/195115.php