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There has been increasing interest in how to assist people to ‘live well’ with advancing and incurable conditions late into life. This article considers the progress made in mental health services for adults of working age which promote active involvement in their care and how these principles can be applied to older adults with dementia. The concept of ‘recovery’ and its applicability to dementia care are discussed. The Wellness Recovery Action Plan (WRAP) and how it could be translated and modified to the needs of people with dementia are explored. This is especially important in light of the UK National Dementia Strategy, which emphasises early diagnosis and intervention to promote improved care and quality of life.
Teacher-pupil relationships have been found to mediate behavioural,
social and psychological outcomes for children at different ages
according to teacher and child report but most studies have been
To explore later psychiatric disorder among children with problematic
Secondary analysis of a population-based cross-sectional survey of
children aged 5-16 with a 3-year follow-up.
Of the 3799 primary-school pupils assessed, 2.5% of parents reported
problematic teacher-pupil relationships; for secondary-school pupils
(n=3817) this rose to 6.6%. Among secondary-school
pupils, even when children with psychiatric disorder at baseline were
excluded and we adjusted for baseline psychopathology score, problematic
teacher-pupil relationships were statistically significantly related to
higher levels of psychiatric disorder at 3-year follow-up (odds ratio
(OR) = 1.93, 95% CI 1.07-3.51 for any psychiatric disorder, OR=3.00, 95%
CI 1.37-6.58 for conduct disorder). Results for primary-school pupils
were similar but non-significant at this level of adjustment.
This study underlines the need to support teachers and schools to develop
positive relationships with their pupils.
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