Relevant bibliographies by topics / Teachers' identification of PTSD

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers' identification of PTSD'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Teachers' identification of PTSD"

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Alter, Carol L., David Pelcovitz, Alan Axelrod, et al. "Identification of PTSD in Cancer Survivors." Psychosomatics 37, no. 2 (1996): 137–43. http://dx.doi.org/10.1016/s0033-3182(96)71580-3.

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Lempertz, Daniela, Michelle Wichmann, Esther Enderle, Kerstin Stellermann-Strehlow, Silke Pawils, and Franka Metzner. "Pre-Post Study to Assess EMDR-Based Group Therapy for Traumatized Refugee Preschoolers." Journal of EMDR Practice and Research 14, no. 1 (2020): 31–45. http://dx.doi.org/10.1891/1933-3196.14.1.31.

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Cross-culturally effective, low-threshold therapies for refugees that can be carried out quickly are urgently required. Worldwide, therapies are lacking, particularly for preschool refugee children, which support coping and prevent chronification of posttraumatic stress. This pilot study examined eye movement desensitization and reprocessing (EMDR)-based group treatment for preschool refugee children in German daycare centers. Ten refugee preschool children aged 4–6 years (n = 5 female) with posttraumatic stress disorder (PTSD) symptoms took part in an EMDR-based group treatment (with 2–4 chil
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Mary Xavier, Rose. "M34. NETWORK STRUCTURE OF PROBAND-COLLATERAL DISCREPANCIES IN PSYCHOSIS SPECTRUM." Schizophrenia Bulletin 46, Supplement_1 (2020): S147. http://dx.doi.org/10.1093/schbul/sbaa030.346.

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Abstract Background Obtaining information from multiple informants (family members, parents and/or teachers) is considered ideal practice in clinical psychiatry and is an essential component of child and adolescent psychiatric care. Evidence consistently show reports from different informants differ which affects validity and reliability of the information obtained. Such discrepancies may be due the nature of psychopathology, sociodemographic factors, cultural factors and is dependent on the informant. Examining differences in informant reports can provide clinically pertinent information with
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Andreeva, M. T., and T. A. Karavaeva. "Identification and characteristics of post-traumatic stress disorder in patients with multiple sclerosis." V.M. BEKHTEREV REVIEW OF PSYCHIATRY AND MEDICAL PSYCHOLOGY, no. 3 (October 11, 2020): 50–57. http://dx.doi.org/10.31363/2313-7053-2020-3-50-57.

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The fourth edition of the Diagnostic and Statistical Manual on Mental Disorders (DSM-IV) recognizes the existence of a disease as a potential life-threatening stressor capable of causing post-traumatic stress disorder (PTSD). This research is one of the first works dedicated to the study of PTSD in patients diagnosed with «multiple sclerosis» (RS). A total of 724 complete sample patients were screened for outpatient treatment at the «City MS Center» in Saint Petersburg. According to the results of the screening survey and the expert clinical interview for the verification of the diagnosis of P
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Lu, Liangqun, and Bernie Daigle. "Multi-Omic PTSD Subgroup Identification and Clinical Characterization." Biological Psychiatry 87, no. 9 (2020): S9. http://dx.doi.org/10.1016/j.biopsych.2020.02.050.

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Dileo, J. F., W. J. Brewer, M. Hopwood, V. Anderson, and M. Creamer. "Olfactory identification dysfunction, aggression and impulsivity in war veterans with post-traumatic stress disorder." Psychological Medicine 38, no. 4 (2007): 523–31. http://dx.doi.org/10.1017/s0033291707001456.

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BackgroundDue to neuropsychological conceptualizations of orbitoprefrontal cortex (OFC) dysfunction underpinning impulsive aggression and the incidence of such behaviour in post-traumatic stress disorder (PTSD), this study aimed to explore olfactory identification (OI) ability in war veterans with PTSD as a probe of putative OFC dysfunction; and to explore the utility of OI ability in predicting aggressive and impulsive behavior in this clinical population.MethodParticipants comprised 31 out-patient male war veterans with PTSD (mean=58.23 years, s.d.=2.56) recruited from a Melbourne Veterans P
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Jordan, Anne, Julie Bivins, Bonita Hogue, Luke Wolfe, and Michel B. Aboutanos. "Post-traumatic Stress Symptoms in a Violently Injured Civilian Population: A Need for Hospital Identification and Resources." Panamerican Journal of Trauma, Critical Care & Emergency Surgery 4, no. 2 (2015): 54–58. http://dx.doi.org/10.5005/jp-journals-10030-1117.

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ABSTRACT Background Post-traumatic stress disorder (PTSD) has become a recognized healthcare crisis. Urban trauma centers (UTC) treat a high rate of violently injured patients, a known risk factor for PTSD. A quality improvement (QI) project related to PTSD was implemented to assess the prevalence of PTSD symptomology post-discharge and the need for inpatient screening and referral. Study design In 2013, 3,525 patients were admitted to a UTC, of which 560 suffered a violent injury. One hundred and twentysix (23%) were provided PTSD education and offered resources for mental health treatment (M
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Muldoon, Orla T., and Ciara Downes. "Social identification and post-traumatic stress symptoms in post-conflict Northern Ireland." British Journal of Psychiatry 191, no. 2 (2007): 146–49. http://dx.doi.org/10.1192/bjp.bp.106.022038.

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BackgroundUnderstanding of the psychological impact of politically motivated violence is poor.AimsTo examine the prevalence of post-traumatic symptoms subsequent to the ‘troubles' in Northern Ireland.MethodA telephone survey of 3000 adults, representative of the population in Northern Ireland and the border counties of the Irish Republic, examined exposure to political violence, post-traumatic stress disorder (PTSD) and national identity.ResultsTen per cent of respondents had symptoms suggestive of clinical PTSD. These people were most likely to come from low-income groups, rate national ident
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Dean, Kelsey R., Rasha Hammamieh, Synthia H. Mellon, et al. "Multi-omic biomarker identification and validation for diagnosing warzone-related post-traumatic stress disorder." Molecular Psychiatry 25, no. 12 (2019): 3337–49. http://dx.doi.org/10.1038/s41380-019-0496-z.

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AbstractPost-traumatic stress disorder (PTSD) impacts many veterans and active duty soldiers, but diagnosis can be problematic due to biases in self-disclosure of symptoms, stigma within military populations, and limitations identifying those at risk. Prior studies suggest that PTSD may be a systemic illness, affecting not just the brain, but the entire body. Therefore, disease signals likely span multiple biological domains, including genes, proteins, cells, tissues, and organism-level physiological changes. Identification of these signals could aid in diagnostics, treatment decision-making,
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Bakken, Trine Lise, Arvid Nikolai Kildahl, Vibeke Gjersøe, et al. "Identification of PTSD in adults with intellectual disabilities in five patients in a specialised psychiatric inpatient unit." Advances in Mental Health and Intellectual Disabilities 8, no. 2 (2014): 91–102. http://dx.doi.org/10.1108/amhid-01-2013-0002.

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Purpose – The purpose of this paper is to describe and discuss assessment of post-traumatic stress disorder (PTSD) in adults with intellectual disabilities. Existing research in this area encompasses case studies, and includes, for the most part, persons with mild intellectual disabilities. Design/methodology/approach – The aim of this study is to investigate symptom presentation and subsequent identification of PTSD in persons with more severe intellectual disabilities; i.e. persons with moderate or severe intellectual disabilities. Five patients in a specialised psychiatric inpatient unit fo
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Dissertations / Theses on the topic "Teachers' identification of PTSD"

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Mercier, Deborah Jean. "Impact of Information Level on Teachers' Ability to Identify and Accommodate for PTSD." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318804.

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This study concerns the impact of providing teachers with increasing levels of information about a hypothetical student's PTSD symptoms. Specifically, the amount of information given teachers was examined as it impacted: 1. teachers' causal attributions, 2. their ability to identify specific emotional problems, and 3. their ability to choose accommodations recommended for students with PTSD. An online survey format was used to randomly assign 236 teachers to one of three levels of information about a hypothetical student namely, 1) description of behavioral and academic difficulties in the cl
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Hiatt, Sara Renee. "Middle School Teachers' Knowledge and Training Regarding Anxiety Identification." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531384416690094.

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Adam, Jill Katherine. "Advanced skills teachers' conceptions of their identification and role." Thesis, University of Leeds, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432102.

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Honing, Candice. "Identification of ligands interacting with the Wolframin protein (WFS1), a candidate in the pathophysiology of posttraumatic stress disorder (PTSD)." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20363.

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Thesis (MScMedSc)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Posttraumatic stress disorder (PTSD) is a multifactorial disorder, with substantial evidence for a genetic contribution. Although genetic association studies have been conducted to identify vulnerability factors in PTSD, the results remain largely inconsistent. Identifying ligands of proteins that are involved in the aetiology of PTSD represents a means of delineating the network of interactions that may play a role in the development of the disorder. Numerous animal studies have identified the Wolframin protein (WFS1)
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West, Natalie J. "Using Professional Development to Build Pre-Service Teachers' Self-Efficacy for Helping Students with Posttraumatic Stress Disorder to Learn." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1933.

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The current study determined if a professional development on PTSD would improve pre-service teachers’ self-efficacy for helping students with posttraumatic stress disorder (PTSD) to learn. Participants consisted of 59 college students from one large, comprehensive, Mid-Southern university who were enrolled in an education program and an educational psychology course. Using a quasi-experimental method, participants either received the PTSD professional development (treatment) or regular instruction (control group). All participants completed a measure of demographics, a pre-test measure of sel
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Neil, L. E. "Teachers' identification of anxiety and somatic symptoms in their pupils." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1474414/.

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Anxiety and somatic symptoms are some of the most common and debilitating mental health problems in childhood yet frequently go unnoticed and untreated. UK schools have been urged to take a more prominent role in promoting good mental health in their pupils; yet whether their teachers can recognise children’s anxiety and somatic symptoms, and how teachers identify these symptoms has not been investigated. This two-stage study involved 1346 7-11 year old children, their class teachers and a subsample of parents. Standardised scales and a simple rating scale were used to collect data on children
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Nelson, Patricia W. "Identification, understanding, and perceptions of learning styles national board certified teachers /." Access citation, abstract and download form; downloadable file 5.21 Mb, 2004. http://wwwlib.umi.com/dissertations/fullcit/3131691.

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Alnaim, Fahad. "Identification strategies in the Saudi Learning Disabilities Programme : primary teachers perspectives." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/identification-strategies-in-the-saudi-learning-disabilities-programme-primary-teachers-perspectives(2e554124-7b94-4a3c-a598-8ec3479b6bfd).html.

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Saudi Arabia has been developing services for Students With Learning Disabilities (SWLD) for nearly two decades. The growing practice in this field is, however, lacking research. This study attempted to examine the Saudi Learning Disabilities Programme (SLDP) in terms of the identification of SWLD, by exploring the perspectives of Learning Disabilities (LD) teachers. It attempted to provide an in-depth understanding of this social phenomenon by exploring the dynamic interaction between the teachers' views, process and contexts. A qualitative paradigm was applied to explore teachers' perception
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Deacon, Sharon. "Evaluation of a Training on Teachers' Identification of Anxiety in Students." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1437651008.

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Natout, Mahmoud. "Between 'prophet' and 'professional' : imagery and identification amongst beginning teachers in Lebanon." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:ce2eb267-8af6-4510-9681-2889a4f7dc8e.

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This study explores the motivations, perceptions, and imagery of beginning teachers in Lebanon. It foregrounds the importance of ‘images’ as potentially useful conceptual tools for understanding the developing identities of beginning teachers. The research consists of in-depth, semi-structured interviews in which student-teachers are encouraged to reflect on their own and other people’s views and perceptions about teaching. The thesis places the students-teachers’ personal portraits of teaching within broader cultural-historical representations of teachers in Lebanon and examines how the stude
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Books on the topic "Teachers' identification of PTSD"

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Word identification for teachers. High Impact Press, 1987.

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Andrews, William A. Conifers of Ontario: Notes for teachers identification keys for students. Ontario Society for Environmental Education (OSEE), 2002.

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PT/partners: Parents and teachers nurturing the gifted. American Guidance Service, 1987.

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The marginal teacher: A step-by-step guide to fair procedures for identification and dismissal. 3rd ed. Corwin Press, 2005.

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Saunders, Christine. Expert teachers' perceptions of university teaching: The identification of teaching skills : executive summary. (University of Ulster), 1993.

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Saunders, Christine. Expert teachers' perceptions of university teaching: The identification of teaching skills : a research report. (University of Ulster), 1993.

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Fleming, Douglas S. Marginal learners: Identification, prevention, and intervention : an AEL school excellence workshop. Appalachia Educational Laboratory, 1995.

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Gifted young children: A guide for teachers and parents. Open University Press, 1999.

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Porter, Louise. Gifted young children: A guide for teachers and parents. Allen & Unwin, 1999.

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Nelly, Khatena, ed. Developing creative talent in art: A guide for parents and teachers. Ablex Pub., 1999.

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Book chapters on the topic "Teachers' identification of PTSD"

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Bennett, Maxwell, and Jim Lagopoulos. "Identification of the Core Neural Network Subserving PTSD in Animal Models and Their Modulation." In Stress, Trauma and Synaptic Plasticity. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91116-8_3.

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El Khoury, Sara, and Anies Al-Hroub. "Researching Teachers’ Perceptions and Procedures for Identification of Giftedness in Lebanon." In SpringerBriefs in Psychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78592-9_4.

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Fujii, Hiroki. "Towards the Identification of ESD Competencies Required for Pre-service Science Teachers." In Science Education Research and Practice from Japan. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2746-0_8.

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Kılıç, Elife Doğan, and Hatice Kılıçkaya. "The Views of the Teachers on Their Identification with the Schools They Work." In Chaos, Complexity and Leadership 2017. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_38.

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Gregorčič, Tanja, and Gregor Torkar. "Pre-service Teachers’ Determination of Butterflies with Identification Key: Studying Their Eye Movements." In Applying Bio-Measurements Methodologies in Science Education Research. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71535-9_8.

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González, Orlando. "A Framework for Assessing Statistical Knowledge for Teaching Based on the Identification of Conceptions of Variability Held by Teachers." In The Teaching and Learning of Statistics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_37.

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Cox, Margaret J. "Identification of the changes in attitude and pedagogical practices needed to enable teachers to use information technology in the school curriculum." In Information Technology. Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_10.

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"The economic identification of teachers." In Teachers and Classes. Routledge, 2017. http://dx.doi.org/10.4324/9781315407425-3.

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"The political identification of teachers." In Teachers and Classes. Routledge, 2017. http://dx.doi.org/10.4324/9781315407425-4.

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"The ideological identification of teachers." In Teachers and Classes. Routledge, 2017. http://dx.doi.org/10.4324/9781315407425-5.

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Conference papers on the topic "Teachers' identification of PTSD"

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Stoian, Aida Cornelia. "The Identification Of The Needs Of Teachers` Training For ICT." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.131.

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Rahaju, Endah Budi, and Dini Kinati Fardah. "An Identification of Teachers’ Ability on Posing HOTS mathematics problems." In Proceedings of the International Conference on Science and Technology (ICST 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icst-18.2018.169.

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Khodakovskaia, Olga V., Valery M. Golyanich, and Alexander F. Bondaruk. "Adolescents’ psychological health reflected in their self-identification and teachers’ assessment." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-75.

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Cojocariu, Venera-Mihaela. "Comparative Study On The Identification Of Teachers' Need For Inclusive Education Training." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.80.

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Mu'arifin, Mr. "Problem Identification of Professional Development of Physical Education Teachers in Elementary School." In Proceedings of the 2nd International Conference on Sports Sciences and Health 2018 (2nd ICSSH 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icssh-18.2019.32.

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Yusuf, Yusfita, Hardi Suyitno, Y. L. Sukestiyarno, and Isnarto. "The Identification of Pre-Service Mathematics Teachers’ Statistical Reasoning on Descriptive Statistics." In International Conference on Science and Education and Technology (ISET 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.021.

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Zhang, Jia. "The Research on Teachers' Professional Development in the View of Organizational Identification." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.81.

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Chen, Shuiping, and Zhifang He. "Application of Computer Statistics Software in the Research on University Teachers' Organizational Identification." In 2015 7th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2015. http://dx.doi.org/10.1109/itme.2015.123.

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Dofková, Radka, David Nocar, and Tomáš Zdráhal. "IDENTIFICATION OF READINESS TO USE DIGITAL TECHNOLOGIES BY PROSPECTIVE PRIMARY TEACHERS IN MATHEMATICS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0358.

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de Oliveira, Francisco Kelsen, Alex Sandro Gomes, Max Brandao de Oliveira, and Leandro Marques Queiros. "Groupin methods for identification of profiles of teachers with expertise in educational technology." In 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975940.

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Reports on the topic "Teachers' identification of PTSD"

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Shea, M. T., and Norman J. Hebert. Identification of Risk Factors for Chronic Posttraumatic Stress Disorder (PTSD). Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada484221.

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Shea, M. T. Identification of Risk Factors for Chronic Posttraumatic Stress Disorder (PTSD). Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada524923.

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Shea, M. T., and Norman J. Hebert. Identification of Risk Factors for Chronic Posttraumatic Stress Disorder (PTSD). Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada615368.

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Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.

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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determ
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Datta, Sandip, and Geeta Kingdon. Class Size and Learning: Has India Spent Too Much on Reducing Class Size? Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/059.

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This paper examines the efficacy of class-size reductions as a strategy to improve pupils’ learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student’s achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size incr
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