Search Results: MCHLine

Annotation: This document is designed to support public health organizations in assessing their capacity, translating theory into action, and transforming their practices to address social determinants of health and advance health equity. It also offers a method for measuring progress as public health organizations transform practice to achieve health equity. It is intentionally designed to support a dynamic process of learning and continuous improvement.

Contact: Minnesota Department of Health, P.O. Box 64975, St. Paul, MN 55164-0975, Telephone: (651) 201-5000 Secondary Telephone: (888) 345-0823 Web Site: http://www.health.state.mn.us Available from the website.

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Keywords: Health care disparities, Health status disparities, Learning, Public health, Social factors, State agencies

Annotation: This paper proposes community schools as a strategy for school improvement. Topics include what a community school looks like at the school level, how community schools support provisions in the Every Student Succeeds Act, and how states can support community schools. Information about community school and initiative exemplars, resources, and partners are included.

Contact: Institute for Educational Leadership, Coalition for Community Schools, 4301 Connecticut Avenue, N.W., Suite 100, Washington, DC 20008-2304, Telephone: (202) 822-8405 X111 Fax: (202) 872-4050 E-mail: [email protected] Web Site: http://www.communityschools.org Available from the website.

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Keywords: Adolescents, Children, Coalitions, Collaboration, Community coordination, Community participation, Equal opportunities, Families, Learning, Models, Organizational change, Program improvement, Public private partnerships, Relationships, School districts, Schools, Service integration, Social support, Systems development

Annotation: This tool is designed to help health and health care professionals at all stages of professional development explore the determinants underlying health problems faced by patients and communities. It simulates a 6-step process for leading change to improve the community's health. The tool incorporates a big-picture visual with supporting materials including data cards, group dialogue exercises, and facilitator tips to identify and engage collaborators in addressing asthma, obesity, and gang violence. It also includes tips on using the materials, resources for hosting an event, a fact sheet for sharing information about the tool, and a webinar describing it's use.

Contact: CDC Foundation, 600 Peachtree Street, N.E., Suite 1000, Atanta, GA 30308, Telephone: (404) 653-0790 Secondary Telephone: (800) CDC-INFO Fax: (404) 653-0330 E-mail: [email protected] Web Site: http;//www.cdcfoundation.org Available from the website.

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Keywords: Asthma, Behavior change, Collaboration, Facilitated communication, Interpersonal violence, Learning, Obesity, Problem solving, Program improvement, Role playing, Social change, Training

Annotation: These resources are designed to assist parents and school staff in working together to support and improve the learning, development, and health of children and adolescents. Contents include fact sheets for school districts and school administrators, teachers and other school staff, and parents and families. A strategy guide for state and local education agencies on selecting and implementing parent engagement strategies specific to HIV/STD prevention and a facilitator's guide for staff development are also included.

Contact: National Center for HIV/AIDS, Viral Hepatits, STD, and TB Prevention, Division of Adolescent and School Health, Centers for Disease Control and Prevention, 4770 Buford Highway, N.E., Mailstop K-29, Atlanta, GA 30341-3724, Telephone: 800-232-4636 Secondary Telephone: (888) 232-6348 E-mail: [email protected] Web Site: http://www.cdc.gov/healthyyouth Available from the website.

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Keywords: Academic achievement, Adolescent development, Adolescent health, Child development, Child health, Family support, Health behavior, Learning, Parents, Protective factors, School age children, School districts, School personnel, Schools, Social support, Students, Teachers

Annotation: This report describes progress on a national initiative to address persistent opportunity gaps faced by boys and young men of color. The report outlines the building blocks for success across key life stages and presents initial recommendations and areas of opportunity for each of the key milestones. The focus areas include entering school ready to learn, reading at grade level by third grade, graduating from high school ready for college and career, completing postsecondary education or training, entering the work force, reducing violence, and providing a second chance. Cross-cutting areas of opportunity that span all focus areas are also discussed.

Contact: White House, Executive Office of the President, 1600 Pennsylvania Avenue, N.W., Washington, DC 20500, Web Site: http://www.whitehouse.gov/administration/eop Available from the website.

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• Initiative Website

Keywords: Academic achievement, Adolescent males, Barriers, Cultural factors, Economic factors, Ethnic factors, Graduation, Juvenile justice, Learning, Life course, Men, Minority groups, Reading, School to work transition, Social factors, Violence prevention, Work family issues, Work force, Young adults

Annotation: This paper describes wraparound services (defined as student and family supports integrated with and often delivered in schools) to address social and non-academic barriers to student learning. Contents include background, a summary of three case studies (in New York City, Tulsa, and California Healthy Start), five key features of a high-quality wraparound services model that could be implemented across Massachusetts, and a statewide cost projection. The report concludes with a discussion of policy considerations.

Contact: Massachusetts Budget and Policy Center, 15 Court Square, Suite 700, Boston, MA 02108, Telephone: (617) 426-1228 Web Site: http://www.massbudget.org Available from the website.

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Keywords: Academic achievement, Barriers, Costs, Educational reform, Family support services, Health services delivery, Learning, Local initiatives, Massachusetts, Policy development, Program models, Service integration, Social factors, State initiatives, Students

Annotation: This document outlines a strategy of partnership that builds connections and fosters authentic engagement through convening and shared leadership. Topics include building engagement, coalescing around issues, ensuring relevant participation, doing the work together, and meeting to co-create tools and learning activities. Tools and learning activities are included.

Contact: National Association of State Directors of Special Education, , 225 Reinekers Lane, Suite 420, Alexandria, VA 22314, Telephone: (703) 519-3800 Fax: (703) 519-3808 Web Site: http://www.nasdse.org Available from the website.

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Keywords: Attitude change, Behavior change, Collaboration, Leadership, Public private partnerships, Relationships, Social learning, Trust

Annotation: This fact sheet presents information on the effects of poor oral health on learning in school-age children. Topics include the impact of poor oral health on school performance and social relationships, nutrition and learning, school attendance and learning, and programs for improving oral health. [Funded by the Maternal and Child Health Bureau]

Contact: National Maternal and Child Oral Health Resource Center, Georgetown University, Washington, DC 20057, E-mail: [email protected] Web Site: https://www.mchoralhealth.org Available from the website.

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Keywords: Academic achievement, Child health programs, Learning, Nutrition, Oral health, School age children, School attendance, Social interaction

Annotation: This website provides information and resources from an interagency initiative to address childhood obesity and related conditions in American Indians and Alaska Natives. Topics include increasing physical activity and access to affordable, healthy, and traditional foods; supporting and leveraging Indian Country's help, expertise, and commitment; and public private partnerships to further support and expand upon the work happening throughout Indian Country. Resources include fact sheets, a newsletter, a call to action for tribal leaders, and a toolkit and resource guide.

Contact: U.S. Department of the Interior, 1849 C Street, N.W., Washington, DC 20240, Telephone: (202) 208-3100 E-mail: [email protected] Web Site: http://www.doi.gov Available from the website.

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• Toolkit And Resource Guide

Keywords: American Indians, Child health, Community participation, Food consumption, Health promotion, Native Americans, Obesity, Physical activity, Public private partnerships, Social learning

Annotation: This information brief (1) provides a basic description of a school-wide social and emotional learning (SEL) framework; (2) illustrates the relationship between social and emotional factors and bullying, and (3) explains how an SEL framework can be extended to include bullying prevention. The brief provides a list of criteria that distinguishes bullying from other occurrences of misbehavior or aggression; discusses the prevalence and consequences of bullying; and places bullying within the broader context of social and emotional development within a school setting. Research findings, guidelines on applying a school-wide SEL framework that addresses bullying, and a list of selected resources are provided.

Contact: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, 43 Foundry Avenue, Waltham, MA 02453, Telephone: (877) 217-3595 Fax: (617) 969-5951 E-mail: [email protected] Web Site: http://www.promoteprevent.org Available from the website.

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Keywords: Bullying, Child mental health, Emotional development, Prevention programs, Program improvement, School linked programs, Social learning, Violence prevention

Annotation: This book discusses the basics of screening used to identify which children may have learning problems or disabilities, social or emotional concerns, or developmental problems and offers advice for selecting an appropriate screening instrument and for setting up a screening program. It is intended for early childhood teachers, trainers, and administrators; policy makers; and those teaching in community colleges and undergraduate and graduate programs. Contents include the purpose and scope of developmental screening, selecting a screening instrument, following up on screening, setting up a screening program, and screening limitations. References and a bibliography are included as well as appendices with instruments for developmental and social and emotional screening, a discussion of reliability and validity, a sample parent questionnaire, and a position statement from the National Association for the Education of Young Children.

Contact: National Association for the Education of Young Children, 1313 L Street, N.W., Suite 500, Washington, DC 20005, Telephone: (202) 232-8777 Secondary Telephone: (800) 424-2460 Fax: (202) 328-1846 E-mail: Web Site: http://www.naeyc.org $12.00, plus shipping and handling.

Keywords: Assessment, Child development, Developmental screening, Emotional development, Learning, Questionnaires, Screening tests, Social skills, Young children

Annotation: As part of the Assistant Secretary for Planning and Evaluation's (ASPE's) ongoing support for federal collaboration on early childhood research through the Science and Ecology of Early Development (SEED) initiative, ASPE and the Administration for Children, Youth, and Families (ACYF) contracted with Child Trends to develop profiles of early childhood measures. This project produced a compendium of early childhood assessments commonly used to measure domains of development, including language and literacy, cognition, mathematics, social-emotional competency, and approaches to learning. Various types of ongoing observational assessments were also included. A profile of each assessment includes the purpose of the measure, key constructs, administration, and reliability information. These profiles were developed as a resource for a workshop funded by ASPE, ACYF, and the National Institute of Child Health and Human Development, designed to bring together a multidisciplinary group of experts to advise the federal partners on the measurement and assessment of learning and development in early childhood. This compendium provides information on the current state of the field in the assessment of child outcomes, particularly in large-scale and intervention studies.

Contact: U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services, Assistant Secretary for Planning and Evaluation, Room 415F, 200 Independence Avenue, S.W., Washington, DC 20201, Telephone: (202) 690-6445 Secondary Telephone: (202) 690-7858 E-mail: [email protected] Web Site: https://aspe.hhs.gov/ Available from the website.

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Keywords: Assessment, Cognitive development, Early childhood development, Emotional development, Language, Learning, Literacy, Measures, Research, Social skills, Young children

Annotation: This pamphlet helps parents of young children use everyday interactions to teach their children the basic skills they need to cooperate, get along with others, and be enthusiastic learners. The brochure provide tips for helping children develop skills in four key areas: language and literacy, thinking, self-control, and self-confidence. Tips are divided by age ranges (0-12 months, 12-24 months, and 24-36 months). Information about television viewing and imparting values and beliefs is also included.

Contact: ZERO TO THREE: National Center for Infants, Toddlers and Families, 1255 23rd Street, N.W., Suite 350, Washington, DC 20037, Telephone: (202) 638-1144 Fax: (202) 638-0851 Web Site: http://www.zerotothree.org $30.00 for packet of 20; also available from the website. Document Number: ISBN 0-943657-87-3.

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Keywords: Child development, Infant development, Language, Learning, Learning activities, Literacy, Moral values, Parent child relations, Parents, School readiness, Self control, Self esteem, Social interaction, Television, Young children

Annotation: The report is aimed at policymakers, community leaders, advocates, parents, and the public at large who are concerned about the goal of school readiness for every child by the year 2000. It makes the point that the discussion of what a child needs to do well in school has focused almost exclusively on cognitive skills at age five or six, and not nearly enough on social and emotional characteristics. The report describes how the preconditions of learning develop in children and how these conditions can be fostered. The accompanying vignettes show how even some altering of present services to these children and their families could make a difference.

Contact: ZERO TO THREE: National Center for Infants, Toddlers and Families, 1255 23rd Street, N.W., Suite 350, Washington, DC 20037, Telephone: (202) 638-1144 Contact Phone: (800) 899-4301 Fax: (202) 638-0851 Web Site: http://www.zerotothree.org $13.00; $6.00, executive summary .

• Report And Vignettes

Keywords: Access to health care, Child health, Cognitive development, Emotional development, Family support services, Learning, Mental health, School readiness, School readiness Early childhood education, Social development, Young children

Annotation: This report examines brain development as it is affected by a child's environment, social and physical stresses, and prenatal drug exposure. It also examines how these influences translate into learning deficiencies, language disabilities, and long-term academic failings. The report includes a series of recommendations to policymakers and members of health, science, and education communities in an effort to translate research into positive approaches on behalf of children.

Contact: Institute for Educational Leadership, 4301 Connecticut Avenue, N.W., Suite 100, Washington, DC 2008-2304, Telephone: (202) 822-8405 Fax: (202) 872-4050 E-mail: [email protected] Contact E-mail: [email protected] Web Site: http://www.iel.org $5.00.

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Keywords: Academic achievement, Brain, Cognitive development, Drug affected children, Drug affected infants, Family life, Learning disabilities, Perinatal addiction, Social factors, Substance abusing pregnant women, Teratology

Annotation: This working paper presents results from a survey of 51 violence prevention programs around the United States. It includes detailed case studies of a select sample, reviews evaluations conducted by these programs, and provides recommendations for advancing the field.

Contact: Education Development Center, 43 Foundry Avenue, Waltham, MA 02453-8313, Telephone: (617) 969-7100 Fax: (617) 969-5979 E-mail: [email protected] Web Site: http://www.edc.org Document Number: ERIC ED 356 442.

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Keywords: Acquaintance violence, Adolescents, Behavior, Business, Community programs, Conflict resolution, Curricula, Evaluation, Injury prevention, Prevention, Programmatic issues, School based programs, Social learning, Stress, Violence

Annotation: This report provides an overview of the funding trends for the branch since 1978; the 1988 report emphasizes fiscal years 1985–1987, and the 1992 report emphasizes fiscal years 1988-1991. Research highlights are noted for the program areas of the branch: behavioral pediatrics, developmental behavioral biology, learning, cognition, social and emotional development, communication and learning disabilities, and prevention of risk behaviors associated with AIDS. Specific areas covered include: neonatal behavior; health and illness-related behavior of children and childhood injury; brain/behavior relationships as shaped by hormonal influences; development during the perinatal period; socialization of emotion and cognition and the development of cognition during infancy and childhood; the development of speech and language; and dyslexia.

Contact: National Institute of Child Health and Human Development, Human Learning and Behavior Branch, Executive Plaza North, Room 633, Bethesda, MD 20892., Telephone: (301) 496-6591 Available in libraries.

Keywords: AIDS, Behavioral medicine, Child development, Child health, Cognitive development, Communication, Emotional development, Learning, Learning disabilities, Pediatrics, Social development

Annotation: This book presents the findings of a follow-up study on adolescents previously involved in a longitudinal study on the island of Kauai in Hawaii. The eighteen year study considers the short- and long-term effects of perinatal stress and a disadvantaged environment and their implications on learning disabilities and behavioral disorders during adolescence.

Contact: University Press of Hawaii, 2840 Kolowalu Street, Honolulu, HI 96822, Telephone: 808-956-8255 Fax: 808-988-6052 E-mail: [email protected] Web Site: http://www.uhpress.hawaii.edu/cart/shopcore/?db_name=uhpress Available in libraries. Document Number: ISBN 0-8248-0475-9.

Keywords: Adolescents, Behavior disorders, Cognitive development, Followup studies, Hawaiians, Learning disabilities, Longitudinal studies, Mental health, Social development, Youth

Annotation: This study is a broad-based assessment of psychosocial deprivation undertaken to ascertain extent of the problem, to identity gaps in knowledge and understanding, and to determine the implications of the findings for research policy and social action programs. The topics studied were psychosocial deprivation and personality development; influences of biological, psychological and social deprivations upon learning and performance; socialization and social structure; biological substrates of development and behavior; and research policy for psychosocial deprivation.

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Keywords: Child development, Learning, Personality development, Psychology, Psychosocial development, Research, Social change, Socialization

Annotation: This report describes current progress in research on alcohol abuse and alcoholism. Topics covered include epidemiology, genetics and environment, neuroscience, medical consequences, fetal alcohol syndrome and other effects of alcohol on pregnancy outcome, adverse social consequences, diagnosis and assessment of alcohol use disorders, prevention, early and minimal intervention, and treatment.

Contact: National Institute on Alcohol Abuse and Alcoholism, , 5635 Fishers Lane, MSC 9304, Bethesda, MD 20892-9304, Telephone: (301) 443-3860 Fax: (301) 780-1726 E-mail: [email protected] Web Site: http://www.niaaa.nih.gov Available in libraries; some editions available from the web. Document Number: DHHS (ADM) 87-1579 (6th), DHHS (ADM) 90-1656 (7th), DHHS (ADM) 281-91-0003 (8th).

Keywords: Adolescents, Adults, Age, Alaska natives, Alcohol use, American Indians, Attitudes, Blacks, Blood alcohol concentration, Brain injuries, Codes, College students, Community programs, Costs, Counseling, Crime, Demographics, Domestic violence, Drowning, Drug use, Education, Environment, Epidemiology, Ethnic groups, Fetal alcohol syndrome, Gender, Genetics, Hawaiians, Homeless persons, Industry, Injuries, Intervention, Legislation, Mortality, Motor vehicles, Motorcycles, Older adults, Pedestrians, Pregnant women, Prevention, Psychology, Questionnaires, Race, Railroads, Regulations, Seat belts, Social learning, Trauma