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Strengthen the Evidence for Maternal and Child Health Programs

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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 10 (10 total).

Bandy T, Moore KA. 2011. What works for promoting and enhancing positive social skills: Lessons from experimental evaluations of programs and interventions. Washington, DC: Child Trends, 11 pp. (Fact sheet)

Annotation: This fact sheet reviews 38 evaluated programs to identify what works to promote social skills among children and adolescents (such as getting along with others, expressing empathy to others, trying to resolve conflicts, and regulating emotions and behaviors). It highlights programs (27 out of 38) that significantly increased at least one social skill in children and adolescents. It also discusses the effectiveness of programs that incorporated peer-teaching, group discussion, or role modeling, as well as teacher-led instruction. The fact sheet includes a chart summarizing the programs and whether they were found to work, not proven to work, or had mixed findings.

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, Adolescents, Child development, Children, Community programs, Program evaluation, Psychological development, Psychosocial development, Social behavior, Social interaction, Social skills

Terzian M, Hamilton K, Ling T. 2011. What works for acting-out (externalizing) behavior: Lessons from experimental evaluations of social interventions. Washington, DC: Child Trends, 10 pp. (Fact sheet)

Annotation: This fact sheet reviews 38 evaluated programs to identify what works to promote social skills among children and adolescents (such as getting along with others, expressing empathy to others, trying to resolve conflicts, and regulating emotions and behaviors). It highlights programs (27 out of 38) that significantly increased at least one social skill in children and adolescents. It also discusses the effectiveness of programs that incorporated peer-teaching, group discussion, or role modeling, as well as teacher-led instruction. The fact sheet includes a chart summarizing the programs and whether they were found to work, not proven to work, or had mixed findings.

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, Adolescents, Child development, Children, Model programs, Program evaluation, Psychological development, Psychosocial development, Social behavior, Social interaction, Social skills

Winston FK. 2003. Post-traumatic stress disorder after pediatric traffic-related injury: Final report. Philadelphia, PA: TraumaLink: The Interdisciplinary Pediatric Injury Research Center, Children's Hospital of Philadelphia, 39 pp.

Annotation: This final report describes a project to reduce the morbidity associated with pediatric traffic-related injury by identifying the key risk factors for posttraumatic stress disorder (PTSD) in injured children and their parents and incorporating this knowledge into new diagnostic and treatment strategies. Report sections include an executive summary; an introduction into the nature of the research problem including objectives and hypotheses, maternal and child health program priorities addressed by the project, the purpose, scope, and methods used; a review of the literature; study design and methods; presentation of findings; a discussion of the findings including conclusions, limitations, comparisons, applications, policy implications, and suggestions for future research; and a list of products from the project. References are provided at the conclusion of the report along with sample Screening Tool for Early Predictors of PTSD (STEPP) as an appendix. [Funded by the Maternal and Child Health Bureau]

Contact: Maternal and Child Health Library at Georgetown University, E-mail: [email protected] Web Site: https://www.mchlibrary.org Available from the website.

Keywords: Child mental health, Children, Final reports, MCH research, Motor vehicle injuries, Parents, Posttraumatic stress disorder, Psychological evaluation, Research, Screening, Traffic injuries

Ragin A, Rasinski KA, Cerbone FG, Johnson RA. 1999. The relationship between mental health and substance abuse among adolescents. Rockville, MD: U.S. Substance Abuse and Mental Health Services Administration, Office of Applied Studies, 220 pp. (Analytic series: A-9)

Annotation: This report presents an examination of the association between psychological functioning and substance use among adolescents aged 12 to 17 using data from the 1994-1996 National Household Survey on Drug Abuse (NHSDA). The survey, conducted annually by Substance Abuse and Mental Health Services Administration (SAMHSA), provides estimates of the prevalence of use of a variety of illicit drugs, alcohol, and tobacco, based on a nationally representative sample of the civilian non institutionalized population. In addition, the 1994-1996 surveys include mental health data not previously available. This publication was developed by the National Opinion Research Center.

Keywords: Adolescent mental health, Adolescents, Health surveys, National surveys, Psychological development, Psychological evaluation, Substance abuse

Grigorenko EL, Sternberg RJ. 1999. Assessing cognitive development in early childhood. Washington, DC: World Bank, 62 pp.

Annotation: The purpose of this review is to summarize the quantitative and qualitative characteristics of psychological tests and other assessment instruments used to evaluate the cognitive functioning of infants, toddlers, and preschool children. The review is divided into three parts. Part 1 summarizes general principles of early childhood assessment. Part 2 describes the major domains in which the various assessment tools can be compared, evaluated, and selected. Part 3 presents brief descriptions and evaluations of selected instruments. Some information is presented in tables. The review also includes concluding remarks and a list of references.

Contact: World Bank, 1818 H Street, N. W., Washington, DC 20433, Telephone: (202) 477-1000 Contact Phone: (202) 473-3427 Fax: (202) 477-6391 Contact Fax: (202) 522-3233 E-mail: [email protected] Contact E-mail: [email protected] Web Site: http://www.worldbank.org

Keywords: Assessment, Cognitive development, Early childhood development, Evaluation, Evaluation methods, Infants, Psychological evaluation, Tests, Young children

Cohon J. [1997]. Fragile Infant Special Care Program [Final report]. San Francisco, CA: Edgewood Children's Center, 44 pp.

Annotation: This program: (1) Offered direct interventions with infants and their biological and foster families; (2) created a partnership between the private-sector Edgewood Children's Center and the public-sector SFDSS; (3) supported SFDSS Baby Moms and Licensing Unit staff in recruiting foster homes that were racially similar to the population of infants being served and that are located in San Francisco; (4) increased the medical and developmental knowledge of newly recruited Baby Moms foster parents by organizing monthly training and support meetings; (5) assessed the medical and developmental status of 100 percent of Baby Moms infants; and (6) continued psychological assessments of foster parent applicants. [Funded by the Maternal and Child Health Bureau]

Keywords: Children with Special Health care Needs, Developmental Evaluation, Early Intervention, Foster Care, Foster Children, Psychological Evaluation, Public Private Partnerships

Hauser ST, Powers SI, Noam GG. 1991. Adolescents and their families: Paths of ego development. New York, NY: Free Press, 318 pp.

Annotation: This book describes the development of self-esteem in adolescents and the role the family plays in nurturing or hindering that process. Case reports cited were collected as part of the Adolescent and Family Development Study (Harvard Medical School and Massachusetts Mental Health Center). Part One discusses the concept of ego development and the family, assessment of family interactions, and adolescent developmental patterns. Part Two consists of individual portraits of adolescents in various stages of ego development. Part Three details family relationships that promote adolescent self-esteem. Samples of the study's assessment tools and coding schemes are included as appendices.

Keywords: Adolescent behavior, Family relations, Psychological evaluation, Psychological factors

Butcher JN. 1987 (ca.). Cross-cultural psychological assessment: Issues and procedures for the psychological appraisal of refugee patients. Minneapolis, MN: University of Minnesota, 173 pp.

Annotation: This report provides information on problems and issues of psychological assessments of refugees in mental health programs. It discusses limitations of cross-ethnic clinical assessment, highlights promising procedures, and includes recommendations. It includes an index of psychological tests for cross-cultural assessment, which lists psychological tests to be applied to different cultures, listed by test and by language. Some of these tests are available in Spanish, Vietnamese, Cambodian, Laotian, and Hmong.

Contact: Education Resources Information Center, Institute of Education Sciences, U.S. Department of Education, 555 New Jersey Avenue, N.W., Washington, DC 20208, Telephone: (202) 219-1385 E-mail: Web Site: http://www.eric.ed.gov Available from the website.

Keywords: Asian language materials, Cultural barriers, Cultural sensitivity, Guidelines, Psychological characteristics, Psychological evaluation, Refugees, Spanish language materials

American Academy of Pediatrics, Committee on Children with Handicaps. 1971. The pediatrician and the child with mental retardation. Evanston, IL: American Academy of Pediatrics, 180 pp.

Annotation: The purpose of this book is to provide the pediatrician with up-to-date information and resources to assume a role in the treatment of children with mental retardation. The contents discuss mental retardation from the perspectives of diagnosis and evaluation, health services, genetic considerations, metabolic aspects, community services, residential care, legal considerations, psychological aspects, speech and language development, educational aspects, psychiatric considerations, nursing services, nutrition, physical therapy, and counseling.

Keywords: Children, Community programs, Counseling, Diagnosis, Evaluation, Genetics, Health services, Language development, Legal issues, Mental retardation, Metabolic diseases, Nursing services, Nutrition, Pediatricians, Physical therapy, Psychological characteristics, Residential care, Speech development

Treadway WL, Lundberg EO. 1919. Mental defect in a rural county: A medico-psychological and social study of mentally defective children in Sussex County, Delaware. Washington, DC: U.S. Government Printing Office, 96 pp. (Children's Bureau publication; no. 48; Dependent, defective, and delinquent classes series; no. 7)

Annotation: The purpose of this report was to report data on the prevalence of mental defect in a rural population, to analyze the social conditions surrounding mentally defective children, and to investigate the extent of need for public provision for their care. The report lists 17 general conclusions including the finding that the state must make provision for mentally defective children whose families can not give them the care and protection necessary. It is a publication of the U.S. Department of Labor, Children's Bureau.

Contact: Maternal and Child Health Library at Georgetown University, E-mail: [email protected] Web Site: https://www.mchlibrary.org Available from the website.

Keywords: Children, Disabilities, Institutionalization, Medical evaluation, Mental disorders, Mental retardation, Psychological evaluation, Rural health, Social factors
   

The MCH Digital Library is one of six special collections at Geogetown University, the nation's oldest Jesuit institution of higher education. It is supported in part by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under award number U02MC31613, MCH Advanced Education Policy with an award of $700,000/year. The library is also supported through foundation and univerity funding. 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.