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Strengthen the Evidence for Maternal and Child Health Programs

Search Results: MCHLine

Items in this list may be obtained from the sources cited. Contact information reflects the most current data about the source that has been provided to the MCH Digital Library.


Displaying records 1 through 20 (27 total).

Action for Healthy Kids. 2019. Before and after-school activities. Chicago, IL: Action for Healthy Kids, 2 pp. (Tip sheet)

Annotation: This document provides tips on helping children get 60 minutes of moderate-to-vigorous physical activity every day by engaging them in before- and after-school activities. Contents include information and resources on out-of-school time programs and walk and bike to school initiatives, tips on starting a walking or running club, and encouraging student involvement in intramural programs.

Contact: Action for Healthy Kids, 600 W. Van Buren Street, Suite 720, Chicago, IL 60607-3758, Telephone: (800) 416-5136 Fax: (312) 212-0098 E-mail: info@actionforhealthykids.org Web Site: https://www.actionforhealthykids.org Available from the website.

Keywords: Academic achievement, Advocacy, After school programs, Learning, Participation, Physical activity, Resources for professionals, School age children, School health, Schools, Students

McLanahan S, Currie JM, Haskins R, Kearney M, Rouse CE, Sawhill I, eds. 2017. Social and emotional learning. Princeton, NJ: Princeton University, Woodrow Wilson School of Public and International Affairs; Washington, DC: Brookings Institution, 2 items. (The future of children; v. 27, no. 1, Spring 2017)

Annotation: This issue of Future of Children examines the state of the science on social and emotional learning (SEL) intervention and assessment, and related policy issues in education. The eight articles describe how to support SEL in schools and explore how SEL in schools might impact policy questions in education. Topics include SEL as a public health approach to education; SEL interventions in early childhood; promoting social and emotional competencies in elementary school; SEL programs for adolescents; SEL-focused after-school programs; SEL and equity in school discipline; SEL and teachers; and social-emotional assessment, performance, and standards.

Contact: Future of Children, Woodrow Wilson School of Public and International Affairs, Princeton University, 267 Wallace Hall, Princeton, NJ 08544, Telephone: (609) 258-5894 E-mail: foc@princeton.edu Web Site: http://www.futureofchildren.org Available from the website.

Keywords: Academic achievement, Adolescents, After school programs, Assessment, Child development, Competency based education, Discipline, Elementary schools, Emotional development, Intervention, Learning, Policy analysis, Psychosocial development, Standards, Teaching, Young children

Community Preventive Services Task Force. 2016. Promoting health equity. Atlanta, GA: Centers for Disease Control and Prevention, multiple items.

Annotation: These resources provide evidence-based recommendations and findings about what works to promote health equity in the community. Topics include education programs and policies, culturally competent health care, and housing programs and policies. Presentation and promotional materials are included.

Contact: Community Preventive Services Task Force, Centers for Disease Control and Prevention, Community Guide Branch, 1600 Clifton Road, N.E., MSE69, Atlanta, GA 30329, Telephone: (404) 498-6595 E-mail: communityguide@cdc.gov Web Site: https://www.thecommunityguide.org/task-force/community-preventive-services-task-force-members Available from the website.

Keywords: Cultural competence, Early childhood education, Low income groups, After school programs, Child development centers, Community based programs, Community development, Community health centers, Consumer education materials, Culturally competent services, Education, Educational attainment, Equal opportunities, Financial support, Health care delivery, Health education, Health promotion, Housing, Kindergarten, Patient education materials, Public policy, Recruitment, Research, Retention, School based clinics, Training, Translation, Work force

Fletcher A. 2015. Changing lives, saving lives: A step-by-step guide to developing exemplary practices in healthy eating, physical activity and food security in afterschool programs (2nd ed.). Sacramento, CA: Center for Collaborative Solutions, Healthy Behaviors Initiative, 158 pp.

Annotation: This guide for after school program directors, members of leadership teams, site directors, and partners provides a step-by-step approach to developing exemplary practices in healthy eating, physical activity, and food security. The guide examines each practice in terms of what it means; why it matters; and how it can be embedded into, expanded upon, and deepen current work. Examples from learning centers, including their successes and the challenges they had to overcome, are provided throughout. The guide also includes progress indicators for assessing where a program and or site is at any given point in time as they move from starting out in this process to reaching exemplary levels.

Contact: Center for Collaborative Solutions, 1337 Howe Avenue, Suite 210, Sacramento, CA 95825, Telephone: (916) 567-9911 Fax: (916) 567-0776 E-mail: ccs@ccscenter.org Web Site: http://ccscenter.org Available from the website.

Keywords: Adolescent health, After school programs, Child health, Communities, Families, Financing, Food consumption, Hunger, Learning, Low income groups, Manuals, Model programs, Nutrition, Obesity, Physical activity, Prevention, Program development, Schools

Child Trends. 2014. Making the grade: Assessing the evidence for integrated student supports. Bethesda, MD: Child Trends, 133 pp.

Annotation: This report examines, from multiple perspectives, integrated student supports (ISS) as a strategy to address disparities in educational attainment and achievement. The report defines ISS as a school-based approach to promoting students' academic achievement and educational attainment by coordinating a seamless system of wraparound supports at multiple levels that target students academic and non-academic barriers to learning. Topics include models developed by practitioners in communities, research on child development, research on education, as well as evaluation studies. The report triangulates these knowledge bases to assess where the ISS field is and the evidence base that underlies the approach. Next steps and implications for research and evaluation are included.

Contact: Child Trends, 7315 Wisconsin Avenue, Suite 1200 W, Bethesda, MD 20814, Telephone: (240) 223-9200 E-mail: Web Site: http://www.childtrends.org Available from the website.

Keywords: Academic achievement, After school programs, Barriers, Community role, Education, Educational attainment, Integrated services, Learning, School health education, School health programs, School health services, School role, School safety

Toldson IA, Manekin SD. 2014. Building bridges: Connecting out-of-school time to classroom success among school-age Black males in the District of Columbia. Washington, DC: D.C. Children and Youth Investment Trust Corporation, 74 pp.

Society of Health and Physical Educators and Alliance for a Healthier Generation. 2013–. Let's Move Active Schools. Reston, VA: Society of Health and Physical Educators; New York, NY: Alliance for a Healthier Generation,

Annotation: These resources are designed to help individuals and school communities ensure that 60 minutes of physical activity per day is the norm for students. Topics include what it takes for teachers, administrators, and other school staff to make their school an active school and how parents and community leaders can get involved as champions for an active school. Stories and information about selected programs, resources, professional development, and funding opportunities are available.

Contact: SHAPE America–Society of Health and Physical Educators, 1900 Association Drive, Reston, VA 20191-1598, Telephone: (800) 213-7193 Fax: (703) 476-9527 E-mail: Web Site: http://www.shapeamerica.org Available from the website.

Keywords: After school programs, Community action, Financing, Health promotion, National initiatives, Physical activity, Physical education, Program development, School age children, School health, Schools, Students, Technical assistance, Training

Eunice Kennedy Shriver National Institute of Child Health and Human Development. 2013. Media-smart youth. Rockville, MD: Eunice Kennedy Shriver National Institute of Child Health and Human Development, multiple items.

Annotation: This website describes Media-Smart Youth: Eat, Think, and Be Active!®, an interactive after-school education program for youth ages 11 to 13. The curriculum combines media literacy and youth development principles and practices with up-to-date research findings and federal recommendations about nutrition and physical activity. Topics include empowering young people to be aware, and think critically about, media's role in influencing nutrition and physical activity choices; building skills to make informed decisions in daily life; establishing healthy habits for life; and learning about media and creating products to educate their peers.

Contact: Eunice Kennedy Shriver National Institute of Child Health and Human Development, P.O. Box 3006, Rockville, MD 20847, Telephone: (800) 370-2943 Secondary Telephone: (888) 320-6942 Fax: (866) 760-5947 Web Site: https://www.nichd.nih.gov/Pages/index.aspx Available from the website.

Keywords: Adolescent health programs, Adolescents, After school programs, Consumer education, Curricula, Health promotion, Leadership, Mass media, Media campaigns, National programs, Nutrition, Peer education, Physical activity

National Center for Chronic Disease Prevention and Health Promotion, Division of Population Health and SHAPE America. 2013. National framework for physical activity and physical education. Atlanta, GA: National Center for Chronic Disease Prevention and Health Promotion, Division of Population Health, 3 pp.

Annotation: This document presents a multi-component approach by which school districts and schools use all opportunities for students to be physically active; meet the nationally-recommended 60 minutes of physical activity each day; and develop the knowledge, skills, and confidence to be physically active for a lifetime. The document presents components of a comprehensive school physical activity program (CSPAP) to include quality physical education as the foundation; physical activity before, during, and after school; staff involvement; and family and community engagement Resources to support CSPAPs such as cross-cutting documents, data sources, assessment and policy tools, and topical resources are also included.

Contact: National Center for Chronic Disease Prevention and Health Promotion, Division of Population Health, Centers for Disease Control and Prevention, 1600 Clifton Road, Atlanta, GA 30329-4027, Telephone: (800) 232-4636 Secondary Telephone: (888) 232-6348 E-mail: cdcinfo@cdc.gov Web Site: http://www.cdc.gov/NCCDPHP/dph Available from the website.

Keywords: After school programs, Community participation, Comprehensive programs, Family centered services, Family school relations, Interdisciplinary approach, Physical activity, Physical education, Prevention programs, Program improvement, Quality assurance, School age children, School districts, School health programs, Schools

National Collaboration for Youth. 2012. Building a brighter future: An essential agenda for America's young people. [Rev. ed.]. Washington, DC: National Collaboration for Youth, 16 pp.

Annotation: This report presents federal public policy recommendations that are intended to improve children's health, safety, and well-being, and improve the education system with the goals of saving money, strengthening families, producing a more educated work force, and laying a base for America that will thrive into the next century. Topics covered include early childhood, education, after-school and summer programs, child welfare, healthy children and adolescents, juvenile justice and delinquency prevention, runaway and homeless adolescents, adolescent services, and adolescent employment.

Contact: National Human Services Assembly, 1319 F Street, N.W., Suite 402, Washington, DC 20004, Telephone: (202) 347-2080 Fax: (202) 393-4517 E-mail: wowens@nassembly.org Web Site: http://www.nassembly.org Available from the website.

Keywords: Adolescent health, Adolescent health services, After school programs, Child health, Early childhood education, Education, Employment, Homelessness, Juvenile delinquents, Poverty, Prevention, Public policy, Runaways, Safety

Moore KA, Hamilton K. 2010. How out-of-school time program quality is related to adolescent outcomes. Washington, DC: Child Trends, 8 pp.

Annotation: This report examines the association between out-of-school program quality and adolescent outcomes. It explores the hypothesis that adolescents in safe, high-quality programs tend to engage in fewer risky behaviors, to have greater social competency, and to have better school performance than adolescents that are not in a program. The report includes a discussion of the data and measures used, the analysis, and findings. The data used for the analysis are from the Every Child Every Promise Study (ECEP) poll conducted for the America's Promise Alliance by Gallup in the fall of 2005.

Contact: Child Trends, 7315 Wisconsin Avenue, Suite 1200 W, Bethesda, MD 20814, Telephone: (240) 223-9200 E-mail: Web Site: http://www.childtrends.org Available from the website.

Keywords: Adolescent development, Adolescent health, After school programs, Community programs, Data analysis, Outcome evaluation, Studies

Wandner D, Hair E. 2009. Research-based recommendations to improve child nutrition in schools and out-of-school time programs. Washington, DC: Child Trends, 6 pp.

Annotation: This paper discusses aspects of healthy diets for children in elementary and middle school. It summarizes the current federal guidelines and recommendations for child nutrition and provides information for schools and out-of-school time programs about how to measure child nutrition.

Contact: Child Trends, 7315 Wisconsin Avenue, Suite 1200 W, Bethesda, MD 20814, Telephone: (240) 223-9200 E-mail: Web Site: http://www.childtrends.org Available from the website.

Keywords: After school programs, Child nutrition, Guidelines, Nutrition education, Nutrition programs, School age children, School food services

Pitt Barnes S, Robin L, Dawkins N, Leviton L, Kettel Khan L. 2009. Early assessment of programs and policies to prevent childhood obesity: Comprehensive school physical activity programs--Evaluability assessment synthesis brief. Atlanta, GA: Centers for Disease Control and Prevention, 13 pp.

Annotation: This brief presents findings from a project to identify and assess local-level programs and policies that have been implemented with apparent success to prevent obesity by improving the eating habits and physical activity levels of children ages 3-17. The report focuses on the evaluability assessments conducted on comprehensive school physical activity programs (CSPAPs), which includes programming before, during, and after the school day. Topics include the extent to which CSPAPs have been implemented and the limitations of implementation in one school and one school district. The report concludes with lessons learned and recommendations to inform future implementation by district and school personnel and other key decision makers. The appendices contain the selection critieria, interview topics, and logic model.

Contact: National Center for Chronic Disease Prevention and Health Promotion, Division of Nutrition, Physical Activity and Obesity, Centers for Disease Control and Prevention, 1600 Clifton Road, Atlanta, GA 30329-4027, Telephone: (800) 232-4636 Secondary Telephone: (888) 232-6348 E-mail: cdcinfo@cdc.gov Web Site: http://www.cdc.gov/nccdphp/dnpao/index.html Available from the website.

Keywords: Adolescents, After school programs, Children, Ethnic groups, Health behavior, Local initiatives, Low income groups, Model programs, Obesity, Physical activity, Policy analysis, Prevention programs, Program evaluation, School health programs, Young children

Yohalem N, Wilson-Ahlstrom A, Fischer S, Shinn M. 2007. Measuring youth program quality: A guide to assessment tools. Washington, DC: Forum for Youth Investment, 83 pp.

Annotation: This document is intended to provide guidance to practitioners, policymakers, researchers, and evaluators about what options are available and what issues to consider when selecting and using a quality-assessment tool for assessing after-school and youth-development programs. The document focuses on the purpose and history, content, structure and methodology, technical properties, and user considerations of each of the instruments included, as well as a brief description of how they are used in the field. Main sections include (1) cross-cutting comparisons, (2) at-a-glance summaries, (3) individual tool descriptions, and (4) references. One appendix is included: psychometrics: what are they and why are they useful?

Contact: Forum for Youth Investment, 7064 Eastern Avenue, N.W., Washington, DC 20012, Telephone: (202) 207-3333 Fax: (202) 207-3329 E-mail: youth@forumfyi.org Web Site: http://www.forumfyi.org $10.00; also available from the website.

Keywords: After school programs, Assessment, Program evaluation, Quality assurance, Youth development, Youth services

Fight Crime: Invest in Kids. 2006. From America's front line against crime: A school and youth violence prevention plan. [Rev. ed.]. Washington, DC: Fight Crime: Invest in Kids, 4 pp.

Annotation: This report discusses reducing crime and violence among children and adolescents. It outlines a four-part plan as follows: (1) provide families access to quality pre-kindergarten and education child care programs proven to reduce crime; (2) offer at-risk parents in-home parenting coaching to reduce risk of child abuse or neglect, as well as sufficient policies and resources for child protective services; (3) provide all school-age children and adolescents access to after-school youth development programs; and (4) identify and intervene troubled children and adolescents, and their parents, with training to help them avoid crime.

Contact: Fight Crime: Invest in Kids, 1212 New York Avenue, N.W., Suite 300, Washington, DC 20005, Telephone: (202) 776-0027 E-mail: charvey@fightcrime.org Web Site: http://www.fightcrime.org Available from the website.

Keywords: Adolescents, After school programs, Child care programs, Prevention programs, School age children, School violence, Violence prevention

Cama S, Parker L, Levin M, FitzSimmons C. 2006. School wellness policy and practice: Meeting the needs of low-income students. Washington, DC: Food Research and Action Center, 68 pp.

Annotation: This guide is designed to help stakeholders in schools that serve large numbers of low-income students become active participants in the process of developing a school wellness policy. The guide begins by giving suggestions on how to engage different members of the school community in the wellness policy process and then moves on to address some of the required components of the policy and possible challenges along the way, such as increasing access to nutritious food for all students, changing the nutrition environment of the school, addressing financial concerns, and developing goals for nutrition education and physical activity. Other topics covered include establishing nutritional guidelines for all foods available at school, incorporating nutrition education into the school day, increasing physical activity at school, and after-school and summer programs. The guide includes two appendices: (1) Federal wellness policy legislation -- Section 204 of Public Law 108-265 and (2) a copy of the U.S. Department of Agriculture's Healthier US Schools Challenge Criteria for Elementary Schools. The guide also includes an executive summary.

Contact: Food Research and Action Center, 1875 Connecticut Avenue, N.W., Suite 540, Washington, DC 20009, Telephone: (202) 986-2200 Fax: (202) 986-2525 Web Site: http://www.frac.org/ Available from the website.

Keywords: After school programs, Child health, Financing, Low income groups, Nutrition, Physical activity, School age children, School food services, School health, School health programs

Manlove J, Franzetta K, McKinney K, Papillo AR, Terry-Humen E. 2004. A good time: After school programs to reduce teen pregnancy. Washington, DC: National Campaign to Prevent Teen Pregnancy, 60 pp.

Annotation: This report for program providers, policymakers, and funders provides descriptions of those after-school programs that have been shown through research to have a positive impact on adolescent sexual behavior, such as delaying the onset of sex, increasing the use of contraception, and decreasing adolescent pregnancy. Contents include program profiles and key themes that emerged from evaluations of these programs; an overview of three types of after-school programs: curriculum-based sex education programs, youth development programs, and service learning programs; information on the costs and availability of program curricula; and program evaluation literature from which communities can draw in making their decisions about what programs they might consider using. The report also describes two sex education programs that did not affect adolescent sexual behavior. The appendix includes a program profile grid offering an outline of services included in the after-school programs.

Contact: National Campaign to Prevent Teen and Unplanned Pregnancy = Power to Decide, 1776 Massachusetts Avenue, N.W., Suite 200, Washington, DC 20036, Telephone: (202) 478-8500 Fax: (202) 478-8588 E-mail: campaign@teenpregnancy.org Web Site: http://www.thenationalcampaign.org Available from the website.

Keywords: Adolescent behavior, Adolescent pregnancy, Adolescent sexuality, After school programs, Case studies, Community programs, Contraception, High risk adolescents, Prevention programs, Program descriptions, Service learning, Sexuality education, Sexually transmitted diseases

Kirby D, Lezin N, Afriye RA, Gallucci G. 2003. Preventing teen pregnancy: Youth development and after-school programs. Scotts Valley, CA: ETR Publishing; New York, NY: YWCA of the U. S. A., 162 pp.

Annotation: This publication describes the planning, implementation, and diversification of a variety of youth development and after-school programs that may reduce the rates of adolescent pregnancy. Section topics include designing and implementing effective youth-development pregnancy-prevention programs; planning for education, jobs and careers; tutoring; entrepreneurship; arts and creative expression; service learning; mentoring; sports and fitness; substance abuse; curriculum-based sex education and HIV education programs; power in relationships: recognizing and preventing violence, assault and abuse; drop-in centers and group discussions as resources for youth at high risk of unprotected sex; involving parents in sexuality education; and the Children's Aid Society (CAS) Carerra model. The volume also includes two appendices that describe general characteristics of youth programs and communities believed to be important in preventing adolescent pregnancy. The volume concludes with a reference list.

Contact: ETR Associates, 4 Carbonero Way, Scotts Valley, CA 95066-4200, Telephone: (831) 438-4060 Secondary Telephone: (800) 321-4407 Fax: (800) 435-8433 E-mail: customerservic@eta.org Web Site: http://www.etr.org Available in libraries. Document Number: ISBN 1-56071-616-9.

Keywords: Adolescent development, Adolescent pregnancy prevention, After school programs, Empowerment, Parent participation, Program development, Self esteem, Service learning, Youth development

Pyramid Communications. 2003. Healthy schools for healthy kids. [Princeton, NJ]: Robert Wood Johnson Foundation, 46 pp.

Annotation: This report describes an investigation of programs and policies relevant to increasing children's physical activity and healthy eating in schools nationwide. The report discusses a national opinion poll of public school teachers and parents; reviews federal-, state-, district-, and school-level policy; discusses environmental policy change; and identifies and reviews in-school and after-school programs. The report includes an executive summary as well as the following sections: (1) findings, (2) recommendations, (3) promising approaches, and (4) programs reviewed.

Contact: Robert Wood Johnson Foundation, 50 College Road East, Princeton, NJ 08540-6614, Telephone: (877) 843-7953 Fax: Web Site: http://www.rwjf.org Available from the website.

Keywords: After school programs, Children, Environment, Federal policy, Nutrition, Parents, Physical activity, Public opinion, Public schools, State policy, Teachers

Partee GL. 2003. Lessons learned about effective policies and practices for out-of-school-time programming. Washington, DC: American Youth Policy Forum, 47 pp.

Annotation: This report shares the stories and challenges behind the many policies and practices that communities have developed to support out-of-school-time (OST) programming. The report includes observations from school-based programs for elementary and high-school students as well as those from community settings for older out-of-school adolescents. The report also includes insights from field visits to community schools and beacon programs in elementary, middle, and high schools in New York City, Boston, Denver, Kansas City, and San Francisco. Chapter 1 of the report summarizes insights and major lessons learned. Chapter 2 provides an overview of the issues. Chapter 3 contains descriptions of two OST school-based models. Chapter 4 describes programs for older adolescents.

Contact: American Youth Policy Forum, 1836 Jefferson Place, N.W., Washington, DC 20036-2505, Telephone: (202) 775-9731 Fax: (207) 775-9733 E-mail: aypf@aypf.org Web Site: http://www.aypf.org Available from the website. Document Number: ISBN 1-887031-83-9.

Keywords: Adolescents, After school programs, Children, Communities, Elementary school, High school, Middle school, Model programs, Out of school youth, Schools, Students

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.