Thesis (Ph. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains vi, 58 p. : ill. Includes abstract. Includes bibliographical references (p. 23-32).

Thesis (M.S.)--University of Michigan, 1958.

Thesis (M.S.)--University of Michigan, 1995.

Thesis--University of Helsinki, 1987. / At head of title: Department of Oral and Maxillofacial Surgery, University of Helsinki ... Department of Psychiatry of Helsinki University Central Hospital. Also published in: Proceedings of the Finnish Dental Society, 1986, Vol. 83, Suppl. II. Includes bibliographical references (p. 63-72).

Thesis (Ph. D.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 272-287).

Thesis (M.A.)--York University, 2007. Graduate Programme in Kinesiology and Health Sciences. / Typescript. Includes bibliographical references (leaves 77-87). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR29553

Thesis--Wisconsin. / Includes bibliographical references (leaves 49-50).

Thesis (M.S.)--Boston University

Indiana University-Purdue University Indianapolis (IUPUI) / The purpose of this study was to assess the suitability of a pain model that utilizes the application of force between teeth as the noxious stimulus. Also, the time course of pain threshold alterations in patients subjected to orthodontic treatment was explored. A simple pressure algometer utilizing strain gages was produced to apply and measure the force required to reach the pain threshold of incisor teeth (central-lateral pairs) for three consecutive days. Fifteen orthodontic patients were used (nine females, six males) with incisors in good alignment and with interproximal contact. Each patient was used for both control and experimental measurements in each arch. Baseline pain threshold measurements were taken on the first day and individual orthodontic springs placed on the experimental side. The control side was the adjacent central-lateral incisor pair on the other side of the arch where no spring was placed. Additional measurements were taken the second and third day in each quadrant. A great variability in pain response between patients was evident. Significantly lower pain threshold levels were observed a day after the initial spring activation followed by an increase in the pain threshold the second day after spring activation. In the mandibular arch, the treatment by day interaction was significant, with the experimental side pain threshold substantially lower than control on the second and third day. Pain thresholds in males were significantly higher only in the maxilla, although there was a tendency for lower pain sensitivity in males for both arches. An apparent crossover of sensitivity between arch sides was observed in this study. The present model was shown to be suitable to study pain thresholds associated with orthodontic forces, and the pressure algometer was able to quantify pain threshold with objective measurements. The model could be used clinically to screen patients with low pretreatment pain thresholds so modifications of treatment mechanics or pharmacologic means could be used to allay patient pain.

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.