Bibliographic record
Abstract
Background: Strabismus has negative psychosocial impacts. However, assessment of the social and psychological implications of strabismus on the lives of children or their parents is neglected by many health practitioners. Objectives: The aim of this review is to identify the social and psychological influences of strabismus in children younger than 18 years of age and to assess the psychosocial outcome after corrective strabismus surgery. Methods: A literature search using Medline database for the years 1946 to 2015 was undertaken to explore the psychosocial implications of strabismus and the impact of surgical correction. The search was restricted to children younger than 18 years old. Articles published in other than English language were excluded. The first 50 articles were reviewed and 11 relevant studies were selected in the review. Results: The psychosocial implications of strabismus in children were investigated in eight studies. Perceptions of parents of children with strabismus were evaluated by some studies. Three studies examined the psychosocial outcome of corrective strabismus surgery. Strabismus was associated with negative psychosocial impacts and affects family relationships. Improvement in social and psychological status was demonstrated after surgical correction of strabismus. Conclusion: Children with strabismus should be routinely screened for negative psychosocial consequences of strabismus and offered medical referral to social and psychological services when warranted. Development of social or psychological malfunctioning in children justifies surgical intervention when other measures have failed .
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".