Academic literature on the topic 'Parental differential treatment'

Major depressive disorder is a serious, debilitating, life-shortening illness that affects many persons of all ages and backgrounds. The point prevalence is high (2.3%–3.2% in men, 4.5%–9.3% in women) and the lifetime risk is 7% to 12% for men and 20% to 25% for women. Major depression is a disabling disorder that costs the United States over $200 billion per year in direct and indirect costs. Depression also has detrimental effects on all aspects of social functioning, such as self-care, social role, and family life, including household, marital, kinship, and parental roles. While there have

Anxiety disorders are highly common in children and adolescents and are associated with significant impairment. This group of disorders includes a broad range of specific diagnoses that often co-occur. Well-established assessment measures exist to facilitate accurate differential diagnosis and characterization of anxiety disorders. Evidence-based treatments also are available. Cognitive behavior therapy has a uniquely broad and robust evidence base, although newer treatments such as attention bias modification training and parent accommodation interventions are the source of growing attention.

This chapter reviews the incidence, genetics, recurrence risk, and the more common life-limiting skeletal dysplasias. The discussion on the differential diagnosis of these severe skeletal dysplasias summarizes their distinctive clinical and radiographic features and prognosis. The most common of these is Thanatophoric dysplasia. Other reviewed disorders include Campomelic dysplasia, Achondrogenesis, the Short Rib Polydactyly syndromes, Atelosteogenesis, rhizomelic chondrodysplasia punctata, and perinatal hypophoshatasia. The potential to alter the lethal natural history of formerly lethal hypophosphatasia by immediate treatment with asofostase alfa is highlighted. Recommendations for genetic panel testing, other evaluations, and parental counseling are provided. The clinical case presentation features an infant with Thanatophoric dysplasia.

This chapter examines ophthalmic disorders that are commonly encountered in a general pediatrics practice as well as rare but important ophthalmic disorders whose prompt and accurate diagnosis and treatment are critical to ensure preservation of vision and, in some cases, preservation of life. It examines neonatal diseases such as ophthalmia neonatorum, retinopathy of prematurity, and nasolacrimal duct obstruction, providing a review of key diseases in the differential diagnoses and offering guidance on proper management. It discusses diagnostic measures for potentially life-threatening diseases like orbital cellulitis and offers a discussion on the management of common pediatric ophthalmology conditions that typically concern parents, including hordeolum (or stye), strabismus, corneal abrasion, and eyelid capillary hemangioma.

Brown v. Board of Education established equality as a central commitment of American schools but launched more than a half century of debate over whether students from different racial, religious, gender, and ethnic backgrounds, and other lines of difference must be taught in the same classrooms. Brown explicitly rejected state-ordered racial segregation, yet neither law nor practice has produced a norm of racially integrated classrooms. Courts restrict modest voluntary efforts to achieve racially mixed schools. Schools in fact are now more racially segregated than they were at the height of the desegregation effort. Talk of this disappointing development dominated the events commemorating the fiftieth anniversary of the Brown decision. Instead of looking at the composition of schools and classrooms, policy-makers measure racial equality in American schooling by efforts to reduce racial differentials in student performance on achievement tests, and those efforts have yielded minimal success. Historians question whether the lawyers litigating Brown undermined social changes already in the works or so narrowed reforms to the focus on schools that they turned away from the pursuit of economic justice. Commentators have even questioned whether the Court’s decision itself ever produced real civil rights reform. Although Brown focused on racial equality, it also inspired social movements to pursue equal schooling beyond racial differences, and it yielded successful legal and policy changes addressing the treatment of students’ language, gender, disability, immigration status, socioeconomic status, religion, and sexual orientation. These developments are themselves still news, inadequately acknowledged and appreciated as another key legacy of Brown. Yet here, too, judges, legislators, school officials, experts, and parents disagree over whether and when equality calls for teaching together, in the same classrooms, students who are or who are perceived to be different from one another. Parents and educators have at times pushed for separate instruction and at times for instructing different students side by side. As the twenty-first century proceeds, equality in law and policy in the United States increasingly calls for mixing English-language learners with English-speaking students and disabled with non-disabled students, but students’ residential segregation and school assignments often produce schools and classrooms divided along lines of race, ethnicity, and socio-economic class.