Flinders University

About: Flinders University is a education organization based out in Adelaide, South Australia, Australia. It is known for research contribution in the topics: Population & Health care. The organization has 12033 authors who have published 32831 publications receiving 973172 citations. The organization is also known as: Flinders University of South Australia.

Pertussis Across the Globe: Recent Epidemiologic Trends From 2000 to 2013.

Abstract: Pertussis has reemerged as a problem across the world. To better understand the nature of the resurgence, we reviewed recent epidemiologic data and we report disease trends from across the world. Published epidemiologic data from January 2000 to July 2013 were obtained via PubMed searches and open-access websites. Data on vaccine coverage and reported pertussis cases from 2000 through 2012 from the 6 World Health Organization regions were also reviewed. Findings are confounded not only by the lack of systematic and comparable observations in many areas of the world but also by the cyclic nature of pertussis with peaks occurring every 3-5 years. It appears that pertussis incidence has increased in school-age children in North America and western Europe, where acellular pertussis vaccines are used, but an increase has also occurred in some countries that use whole-cell vaccines. Worldwide, pertussis remains a serious health concern, especially for infants, who bear the greatest disease burden. Factors that may contribute to the resurgence include lack of booster immunizations, low vaccine coverage, improved diagnostic methods, and genetic changes in the organism. To better understand the epidemiology of pertussis and optimize disease control, it is important to improve surveillance worldwide, irrespective of pertussis vaccine types and schedules used in each country.

The role of self-objectification in women's sexual functioning.

Abstract: The study aimed to test the model proposed by objectification theory (Fredrickson & Roberts, 1997) as it applies to women's sexual functioning. A sample of 116 women completed questionnaire measures of self-objectification, its proposed consequences, relationship satisfaction, and sexual functioning. In accord with the predictions of the theory, self-objectification was related to body shame and appearance anxiety, which were in turn related to self-consciousness during sexual activity and to decreased sexual functioning. Women in an exclusive relationship reported less self-consciousness during sexual activity than women not in a relationship. For the former group, satisfaction with their relationship emerged as the major predictor of sexual functioning. It was concluded that objectification theory provides a useful framework for furthering our understanding of female sexual function.

Problem-based learning: its rationale and efficacy

Abstract: Problem-based learning (PBL) in medical education uses clinical cases as the context for students to study basic and clinical sciences. Its possible advantages over traditional approaches include its greater relevance to the practice of medicine, its ability to promote retention and application of knowledge, and its encouragement of self-directed life-long learning. Possible disadvantages include higher costs, both in resources and staff time. Although its efficacy is difficult to evaluate, the current enthusiasm for PBL seems justified and its use is likely to increase further.

A preliminary controlled evaluation of a school‐based media literacy program and self‐esteem program for reducing eating disorder risk factors

Abstract: Objective This study compared the efficacy of a media literacy program and a self-esteem program designed to reduce general and specific risk factors for eating disorders. Method Four classes of 86 grade 8 students (53 boys and 33 girls), mean age of 13 years, were randomly assigned to either a control condition or one of the two intervention conditions. Assessment of general and specific risk factors was carried out at baseline, postintervention and 3-month follow-up. Results At postintervention the media literacy group had lower mean scores on weight concern than the control group (p =0.007) but the self-esteem group did not. There were some differences on self-esteem measures at the 3-month follow-up. Discussion Media literacy programs combined with an interactive, student-centered framework may potentially be a safe and effective way of reducing risk factors for eating disorders. The impact of teaching style needs to be further evaluated in prevention research. © 2003 by Wiley Periodicals, Inc. Int J Eat Disord 33: 371–383, 2003.

Evaluation of a School-Based Intervention for Adolescent Sleep Problems

Abstract: DURING ADOLESCENCE THE DISCREPANCY BETWEEN SCHOOL NIGHT SLEEP AND WEEKEND SLEEP GROWS MARKEDLY WITH AGE.1 NUMEROUS STUDIES across cultures have demonstrated adolescent sleep practices lead to later bedtimes and subsequent inadequate sleep on school nights because of forced rise times.1–4 This ongoing pattern of inadequate sleep on school nights influences adolescent sleep behavior on weekends, with delayed rise times allowing for an increase in total amount of sleep on weekends.1,3–5 The delay in adolescent sleep onset and offset has historically been attributed to psychosocial factors.1 However, persistence of the sleep delay occurs due to underlying biologic regulatory processes that appear to change significantly from childhood to adolescence.1,6,7 The combination of delayed bedtime on weekends and sleeping-in on weekend mornings also results in a delay of the sleep circadian rhythm in and of itself.8,9 With growing evidence that chronic inadequate sleep results in negative daytime consequences (e.g., daytime sleepiness, depressed mood),10,11 interventions designed to reverse adolescent delayed sleep timing may help alleviate these problems.12 Treatment of sleep problems in adults generally consist of a combination of behavioral and cognitive strategies, and to date, treatment of adolescent sleep problems largely rely on the adaptation of successful treatment methods used with adults.12,13 Comprehensive treatments are likely to include combinations of sleep hygiene education,14 including the regularization of bedtime/waketime routine across the week15; early morning bright light exposure16,17; stimulus control therapy18; and cognitive therapy to address unhelpful sleep beliefs.19 In exceptional circumstances, psychopharmacological treatments are used but are not recommended until behavioral and cognitive treatments have been exhausted.19 However, despite the fact that cognitive-behavioral strategies have extensive empirical support for adults, support for their application to adolescent sleep problems is limited. Despite the potential benefit of treatment, screening is rare for sleep problems in adolescents in primary healthcare settings.20 In addition, the existing literature indicates that adolescents who do attend therapy for sleep problems show inconsistent treatment attendance, high dropout rates, poor treatment adherence, and variable motivation.12 Thus, novel methods, such as school-based sleep education programs, have potential to circumvent such problems. The benefits of school-based prevention programs have been demonstrated for a variety of disorders.21–23 Although largely untested in the area of sleep, recent studies exploring the effectiveness of school-based sleep interventions have shown promise.24–26 However, these programs have largely focused on promoting good sleep hygiene despite the observation that empirical evidence for sleep hygiene as the sole treatment is limited.27 Other limitations, including selection bias (given low response rates, e.g. 44.5%), a lack of control group comparison,26 small sample sizes, compliance issues, and lack of follow-up data,24,25 suggest the need for improved implementation and evaluation of such programs in schools. Researchers in other fields (e.g., drug prevention) have noted that acquisition of knowledge is rarely enough in itself to change behavior.28 However, interactive, multisession prevention programs that encourage student participation have been shown to be more effective than brief didactic programs (e.g., < 3 lecture-style classes) in changing target behavior28–30 due to higher levels of student engagement facilitating application of new knowledge, as well as attitudinal and behavioral change.28–30 The present study was developed to evaluate a controlled, interactive, multi-session, school-based sleep intervention for senior secondary students (mean age = 15.6 ± 0.6 y), particularly for those adolescents with a delay in their sleep timing. The study's aims were to (1) increase sleep knowledge, and (2) effect a change in behavior that would improve sleep parameters (e.g., sleep latency, total sleep time, regularize bedtimes), and associated improvements in daytime functioning (e.g., daytime sleepiness, depressed mood).