Craniofacial nerve injury occasionally causes spread of mechanical hypersensitivity in humans. We modeled this abnormality by transecting the infraorbital nerve (IONX) in male and female mice of the 23 AXB-BXA recombinant inbred lines and their progenitor strains, comparing their responsivity to 7 applications of a 0.2 gram Von Frey filament to the ears, paws and tail. When normalizing their mechano-responsivity on postoperative days 14 and 21 by the preoperative values, subtracting data of sham-operated from IONX mice, highly contrasting line/strain-specific differences were demonstrated. Similar line/strain-specific variability in the spread of mechano-allodynia to the paws post-IONX was demonstrated in our novel 3 minute place-avoidance paradigm, assessing parameters of mobility on a smooth surface versus a pro-allodynic granular surface. These genetically-controlled, widespread changes in mechano-sensitivity caused by IONX were minimally sexually dimorphic and mapped to intervals on chromosomes 5, 9, and 13. Further analysis is needed to identify the causative genes.

Craniofacial nerve injury occasionally causes spread of mechanical hypersensitivity in humans. We modeled this abnormality by transecting the infraorbital nerve (IONX) in male and female mice of the 23 AXB-BXA recombinant inbred lines and their progenitor strains, comparing their responsivity to 7 applications of a 0.2 gram Von Frey filament to the ears, paws and tail. When normalizing their mechano-responsivity on postoperative days 14 and 21 by the preoperative values, subtracting data of sham-operated from IONX mice, highly contrasting line/strain-specific differences were demonstrated. Similar line/strain-specific variability in the spread of mechano-allodynia to the paws post-IONX was demonstrated in our novel 3 minute place-avoidance paradigm, assessing parameters of mobility on a smooth surface versus a pro-allodynic granular surface. These genetically-controlled, widespread changes in mechano-sensitivity caused by IONX were minimally sexually dimorphic and mapped to intervals on chromosomes 5, 9, and 13. Further analysis is needed to identify the causative genes.

The purpose of this study was to describe teachers experiences working with students in pain. In this study, pain was defined as a students experience of a physical hurt. Teachers perspectives of student pain in schools are important to study because pain is a common experience for children. Pain can decrease childrens school functioning and increase school absenteeism. The literature in the area of child pain in the school setting is limited; the current study aims to expand on the literature. Gaining teacher perspectives will create an understanding of the current situation and will reveal teachers needs and concerns surrounding student pain. Understanding teachers experiences will also help inform future research, such as the development of school-based pain programs and pain management inclusion in teacher training. Most children will experience some type of pain in school; therefore, it is beneficial for: (a) students to learn effective coping skills, (b) teachers to be knowledgeable about how to respond to pain, and (c) teachers and students to gain pain related information (e.g., what to expect in a hospital, the importance of pain as a warning sign). Pain can negatively impact school functioning and managing medical situations in adulthood. Therefore, teaching pain information and pain coping skills may prevent future pain issues.<p> The study involved two phases. The purpose of the first phase was to create a questionnaire that would elicit teachers experiences working with students in pain. Focus groups, made up of teacher participants, were used to create questionnaire items and to assess questionnaire content. During phase two the questionnaires were mailed out to 19 schools within three different school divisions in Saskatchewan. The divisions were located across central Saskatchewan. Of the 275 questionnaires mailed out, 121 were returned (44% response rate). The data showed that teachers work with students who experience pain from a number of different causes, the most common being colds and flus, headaches, temporary injuries, and abdominal pain. Most teachers stated that they know when a student is in pain because the student tells them, but half of the teachers also mentioned that they can see when a student is in pain. When responding to acute and chronic pain teachers take a number of different actions. When a student is experiencing acute pain the most common action teachers reported was to take steps (e.g., first aid) or use objects (e.g., ice pack) to treat the pain. In the case of chronic pain, the most reported response was to contact/communicate with parents. Teachers also provided a number of tips to effectively manage students pain at school, for example, allowing the student to rest, diverting the students attention, and providing support to the student. Finally, teachers described how pain impacts students at school. A number of consequences of pain were listed, with difficulty concentrating being the most prevalent. The limitations and implications for future research and practice are discussed in relation to these findings.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 58-71). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 58-71). Also available on the Internet.

Thesis (M Nursing (Advanced Practice))--University of South Australia, 1996

Thesis (M.S.)--University of Michigan, 1993.

Thesis (M.S.)--University of Michigan, 2003. / Includes bibliographical references.

Thesis (M.A.)--York University, 2005. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 90-101). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11852

Research has shown that the experiences of pain and aggression are linked. Past research supports the notion that individuals with an aggressive history tend to have higher pain thresholds than their less aggressive counterparts. The aim of this study was to test the notion that past aggressive behavior is positively associated with higher pain tolerances, and that higher pain tolerance would be associated with the use of a clearly aggressive response on a laboratory task. Using data from a larger study on the neuroscience of human aggression (N = 80), a serial mediation model was tested using both objective and subjective indexes of pain tolerance as mediators. Results indicated that historic aggression was positively associated with both objective and subjective pain tolerance, and objective pain tolerance mediated the relationship between historic aggression and current aggression, whereas subjective pain tolerance did not.