Nurses are not preferentially using the ventrogluteal site for intramuscular injections to adults as recommended in recent nursing literature. Additional research on the safety of a properly mapped dorsogluteal site is needed.

This study investigated teachers’ experiences of closeness during interactions with children in child care. Structured interviews were conducted with 24 female teachers who were teaching children between the ages of three and five (mean age = 3.9) regarding their conceptions of closeness, and their perceptions of their own and the child’s contributions to close interactions. Qualitative analyses of the interviews revealed a relational model of teacher—child relationships that included a professional domain, an attachment domain and a personal domain, with the personal domain as most dominant in teachers’ perceptions. The personal domain was interpreted as consistent with Weingarten’s (1991) theory of intimate interactions and adds a new perspective on affective dimensions of caring (Goldstein, 1999). Teachers viewed relationships with particular children as a personal two-way relationship where both contributed either solely or mutually in their desire to be close. Teachers described intentional strategies for managing the close relationship that made use of the past history and the anticipated future of the relationship.

This article presents an empirical study of family interactions with childhood disability and early years services in Ontario, Canada, with a focus on whether the right to early intervention is being honoured. International mandates, national legislation, and local policies have increased global awareness of the rights of children to be provided with environments for optimal healthy development and education, including the right to early intervention. The right to early intervention is articulated by the United Nations in several international declarations and conventions. Article 20 of the Convention on the Rights of the Child (CRC, 1989) was the first convention to use the term disability. It specifically addresses the particular rights of disabled children, with articulation of the right to “enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance, and facilitate the child’s active participation in the community” (A.20, s.1, 1990). Further, the CRC clearly states that children have the right to special care and assistance for both the child and the service providers working with the child. Services are to be delivered free of charge in order to ensure that the child has access to education, training, health care, rehabilitation, preparation for employment, and recreation services. In all cases these services must consider the fullest social integration and individual development that is consistent with cultural and spiritual beliefs (A.20, s.2-4).

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