Development of Management Model Post-Stroke Urinary Incontinence

Post-stroke urinary incontinence (UI) is one of the sequelae of stroke. This situation affects all aspects of the patient’s life both physically, psychologically, socially, and spiritually. Post-stroke UI as a chronic disease requires holistic treatment. Many chronic health problems will respond well when handled from a holistic perspective. The holistic health view focuses on the patient’s health care needs, not only needs related to the patient’s physical condition of health, but also subjective aspects related to social representation of his/her health conditions. Developing a holistic post-stroke UI management model and continuous care at the patient’s home needs to be done. This chapter includes model components which are also interventions that can be done to overcome post-stroke UI. These interventions include information and understanding of post-stroke UI; ways to overcome post-stroke UI; conduct self-control and stay motivated; perform daily activities independently according to ability; and get family support and peer attention. This model was developed based on previous qualitative studies and literature studies related to post-stroke urinary incontinence. Intervention in this model is aimed at patients who have passed the acute phase of stroke, when they will be discharge from the hospital and continued at the patient’s home.

Becoming a Socially Responsive Co-Learner: Primary School Pupils’ Practices of Face-to-Face Promotive Interaction in Cooperative Learning Groups

Promoting pupils’ face-to-face promotive interaction (FtFPI) is crucial for effective cooperative learning (CL) in group work. This article provides insight into interpersonal behaviour and supportive communication as two important aspects of FtFPI. Sixteen pupils 9–10 years of age were videotaped in four structured mixed-ability groups during CL sessions at two primary schools in post-war Bosnia and Herzegovina (BiH). The features of FtFPI that pupils use for peer support in small CL groups and on interfering factors that pupils encounter during FtFPI were analysed using a thematic hybrid approach. The study found that pupils used verbal and non-verbal features for co-learners’ responsive actions during FtFPI. However, the findings also revealed some factors that interfere with the pupils’ FtFPI, such as having insufficient knowledge and personal skills about peer attention, encouragement and praising. The study recommends that future studies should implement the intervention necessary to foster both teachers’ and pupils’ understanding and functional knowledge of FtFPI for successful small CL groups.

Function-Based Approach to Designing an Instructional Environment

Teachers are faced with the challenge of selecting interventions that are most likely to be effective and best matched to the function of problem behavior. This article will define aspects of the instructional environment and describe a decision-making logic to select environmental variables. A summary of commonly used function-based interventions will be provided through two students: one who engages in problem behavior to access peer attention and another who engages in problem behavior to escape work tasks.

Scientific Research Providing Behavioral Support For Teachers On The Modification Of Inadequate Behavior Among Adolescents Enrolled In a Language Course In Brazil

Education can benefit from psychological research concerning students’ behavioral problems in order to provide teachers information on how to handle those behavioral issues, since those can predict late psychiatric disorders and interfere negatively with academic achievement. This research investigated problem behavior of students (10–12 yrs) of a language course in Brazil. Behavior was investigated through a problem behavior questionnaire considering the potential effects of peer and teacher attention. The initial hypotheses that there would be a positive correlation between problem behavior and poor academic performance was partially confirmed once correlation between some items of the problem behavior questionnaire and the performance in academic assessment was found. Among all the 15 elected problem behaviors, most of them appear to have the functionality of gaining peer attention and avoiding teacher attention; followed by gaining both teacher and peer attention and gaining teacher attention. These results were used as parameters for the suggestion of positive behavioral support, which contributed to an improved academic performance and to behavioral changes among the students. There was an increase of one point in the academic performance and reduction of 27.8% of the emission of deviant behavior. Nevertheless, a teacher training program showed to be necessary for the teachers to learn how to handle adolescent behavioral problems. These results indicate that scientific research should be put at the service of education, especially in developing countries where lack of resources urges health and education policy makers to take into account findings which may impact a child's health and learning.Disclosure of interestThe authors have not supplied their declaration of competing interest.