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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 21 through 40 (145 total).

Center for Health and Health Care in Schools. 2014. The impact of school-connected behavioral and emotional health interventions on student academic performance: An annotated bibliography of research literature. Washington, DC: Center for Health and Health Care in Schools, 11 pp.

Child Trends. 2014. Measuring elementary school students' social and emotional skills: Providing educators with tools to measure and monitor social and emotional skills and academic success. Bethesda, MD: Child Trends, 42 pp.

Annotation: This paper highlights research on the importance of the following five skills to academic success: self-control, persistence, mastery orientation, academic self-efficacy, and social competence. The paper also summarizes the iterative process used to develop a measurement tool to assess these skills, and options for incorporating the measurement of these skills in regular classroom data collection. Suggestions and caveats for use are also discussed.

Keywords: Academic achievement, Assessment, Data collection, Emotional development, Measures, Research, Social skills, Students

Partnership for Early Childhood Mental Health. 2014. Early childhood mental health toolkit: Integrating mental health services into the pediatric medical home. [Boston, MA]: Boston Public Health Commission, Multiple items.

Annotation: These resources provide guidance on integrating early childhood mental health staff, including a family partner, into the pediatric primary care setting. Contents include tools for building a core team to champion children's social and emotional health, providing family-centered care for children's social and emotional health, creating medical home systems to support mental health integration, and financing and sustaining the early childhood mental health model of integrated care.

Keywords: Emotional development, Medical home, Mental health, Models, Pediatric care, Psychosocial development, Resources for professionals, Service integration, Young children

Wehman P. 2013. Life beyond the classroom: Transition strategies for young people with disabilities. (5th ed.). Baltimore, MD: Paul H. Brookes Publishing, 576 pp.

Annotation: This book is geared toward helping students, instructors, and professionals in rehabilitation programs define, plan, facilitate, and support transition for young people with disabilities into adulthood and independent living. The book is divided into three major sections: (1) defining and planning transition, (2) facilitating and supporting transition, and (3) designing and implementing individualized transition plans. Topics also include secondary school restructuring, college and other postsecondary alternatives, assistive technology to enhance transition and work, and recent legislative acts in the field. Each chapter contains a list of learning objectives, a conclusion, and study questions. Figures and tables throughout the book provide statistical data, sample forms and checklists, and additional information to illustrate needs and capabilities. Appendices are provided with selected chapters. References and an index conclude the book

Keywords: Adolescents with developmental disabilities, Assessment, Assistive devices, Brain injuries, Careers, Children with special health care needs, Cognition disorders, College bound students, College students, Emotional instability, Families, High school students, Parent participation, Postsecondary education, School to work transitions, Transition planning, Transition to independent living, Vocational education

Bandy T, Terzian M, Moore KA. 2013. Measuring associations between symptoms of depression and suicide in adolescence and unhealthy romantic relationships in young adulthood. [Bethesda, MD]: Child Trends, 5 pp. (Research brief)

Annotation: This research brief presents an analysis of data collected from individuals as they moved from adolescence into early adulthood to determine whether symptoms of depression or suicide in adolescence predict unhealthy romantic relationship outcomes (relationship violence and sexual infidelity) in young adulthood. Contents include background, methods, sample characteristics, key findings, and implications. [Funded by the Maternal and Child Health Bureau]

Keywords: Adolescent mental health, Emotional development, Interpersonal relations, Psychosocial development, Young adults

Michigan Great Start Systems Team, Ad Hoc Committee on Social and Emotional Messaging. 2013. Social and emotional health: A guide for families with children birth to age 8 (rev. ed.). Lansing, MI: Michigan Department of Community Health, 19 pp.

Annotation: This guide explains how parents can help their children (ages birth to 8) to be socially and emotionally healthy so that they are ready to create and maintain friendships; express their feelings in safe ways; and continue to learn throughout their lifetime. The guide presents an overview of social and emotional health in children; explains how social and emotional health affect readiness for learning; describes how parents can assess their child's social and emotional health during different stages of development; and explains how parents can support healthy social and emotional development in their children. The guide includes tips for parents; a list of signs that may indicate social or emotional health concerns in children; and a discussion of positive discipline that may affect social and emotional health outcomes.

Keywords: Child mental health, Early childhood development, Emotional development, Families, Guidelines, Prevention

Aikens N, Klein AK, Tarullo L, West J. 2013. Getting ready for kindergarten: Children's progress during Head Start—FACES 2009 report. Princeton, NJ: Mathematica; Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. , 11 pp. (OPRE report 2013-21a)

Annotation: This report describes the family backgrounds and developmental outcomes of children as they completed the Head Start program and also describes progress in children’s outcomes between Head Start entry and exit. It focuses on the population of children who entered Head Start for the first time in fall 2009 and completed one or two years of the program before entering kindergarten in the fall. Topics include development in cognitive, language, social-emotional areas, as well as child health and physical development.

Keywords: Child health, Children, Cognitive development, Early childhood development, Early childhood education, Emotional development, Head Start, Language development, Physical development, Socialization

Healthy Teen Network. 2013. How and where healthy teens live, learn, and play: The social-ecological health promotion frame and social determinants of health. Baltimore, MD: Healthy Teen Network, 2 pp. (Youth 360)

Annotation: This fact sheet provides information about social determinants of adolescent health (the elements in the environment in which adolescents live, learn, and play that shape their long-term physical, mental, emotional, and social well-being).[ The fact sheet explains the effects of social determinants on adolescent health and well-being, discusses how the Healthy Teen Network promotes the social-ecological health promotion frame and explains what the frame is, and presents a graphic illustrating the frame. Record in process]

Keywords: Adolescent health, Adolescents, Emotional development, Environmental influences, Mental health, Health promotion, Programs

American Academy of Pediatrics. 2013. Mental health tips for teens graduating from high school . Elk Grove Village, IL: American Academy of Pediatrics,

Kelly JF et al. 2012-2020. Promoting First Relationships®. Seattle, WA: NCAST Programs, multiple items.

Pastor PN, Reuben CA, Duran CR. 2012. Identifying emotional and behavioral problems in children aged 4-17 years: United States, 2001-2007. Hyattsville, MD: National Center for Health Statistics, 17 pp. (National health statistics reports; no. 48)

Annotation: This report examines two measures that identify children with emotional and behavioral problems: high scores based on symptom questions in the brief version of the Strengths and Difficulties Questionnaire (a screening tool developed by Robert Goodman) and a single question about serious overall emotional and behavioral difficulties included in the National Health Interview Survey between 2001-2007. The report discusses the data sources and research methodology; looks at trends in the prevalence of emotional and behavioral problems among girls and boys ages 4 to 17, and examines risk factors based on the analysis of the survey data. Tables include selected diagnostic developmental conditions such as learning and intellectual disabilities among children, by age group and category of emotional and behavioral problem.

Keywords: Behavior development, Behavior problems, Child health, Emotional development, Measures, National surveys, Research, Trends

National Scientific Council on the Developing Child. 2012. Establishing a level foundation for life: Mental health begins in early childhood (rev. ed.). Cambridge, MA: National Scientific Council on the Developing Child, 12 pp. (Working paper no. 6)

Annotation: This working paper focuses on how experiences in early childhood can affect mental health and on the significance of emotional and behavioral difficulties that emerge during a child's early years. The paper discusses scientific evidence related to mental health and early childhood experiences, addressing common misconceptions, the science-policy gap, and implication for policy and programs.

Keywords: Behavior disorders, Behavior problems, Early childhood development, Emotional development, Intervention, Mental disorders, Mental health, Prevention, Public policy, Research, Treatment, Young children

American Academy of Pediatrics. 2012. Early childhood adversity, toxic stress, and the role of the pediatrician: Translating developmental science into lifelong health. Pediatrics 129(1):e224-e231, (Policy statement)

Shonkoff J, Garner A and American Academy of Pediatrics. 2012. The lifelong effects of early childhood adversity and toxic stress. Pediatrics 129(1):e232-e246, (Technical report)

Isakson EA, Davidson LL, Higgins LB, Cooper JL. 2011. State-level indicators for social-emotional development: Building better systems. New York, NY: National Center for Children in Poverty, 23 pp.

Annotation: This report addresses the process of creating a system of indicators for social-emotional wellness; examines recent state experiences in developing such systems; and describes a framework for moving forward in the development of social-emotional indicators for state policymakers. The report discusses the infrastructure for identifying social and emotional indicators; looks at the current state of progress based on survey results from 36 states; and highlights state efforts to develop indicators. The report presents an analysis of the data and suggests ways that states might enhance their ability to create quality indicators in the in the social-emotional domain. The report includes a glossary of terms and related resources for developing social-emotional indicators, along with highlights from social and emotional indicator development in the states of North Carolina and Rhode Island.

Keywords: , Child health, Emotional development, Evaluation, Measures, Social development, State initiatives, Systems development

Moore KA, Kinghorn A, Bandy BS. 2011. Parental relationship quality and child outcomes across subgroups. Washington, DC: Child Trends, 11 pp.

Annotation: This issue brief examines the correlation between the self-reported quality of parent relationships and the emotional and behavioral health outcomes of children across various social, economic, and racial/ethnic subgroups. Using data from the 2007 National Survey of Children's Health, the brief compares reported levels of parental relationship happiness (ranging from completely happy to not very happy) with their child's level of social competence, engagement in school, parent-child communication, and external behavior (positive or negative). The data compares findings across income levels (presented as a percentage of the federal poverty level); by racial/ethnic group (White, Hispanic, and Black), education level of parent; and parental relationship status (married or cohabiting and whether the parents are biological, adoptive, or step parents). The report concludes that happy parental relationships are quite consistently related to better outcomes for children and families across all types of subgroups

Keywords: Adolescents, Behavioral development, Children, Data, Data analysis, Emotional development, Mental health, National surveys, Outcome evaluation, Parent child relations, Parents

U.S. Substance Abuse and Mental Health Services Administration. 2011. Helping children and youth who have experienced traumatic events: National Children's Mental Health Awareness Day—May 3, 2011. [Rockville, MD]: U.S. Substance Abuse and Mental Health Services Administration, 4 pp.

Annotation: This report focuses on the behavioral and emotional symptoms often displayed by children who have experienced traumatic events such as violence, physical or sexual abuse, war, loss of a loved one, living with an impaired caregiver, or having a life-threatening injury or illness. Written to coincide with National Children's Mental Health Awareness Day (May 3, 2011), the report describes the scope of the problem among children and youth; describes federal initiatives to improve services available to children and youth who have experienced trauma; and outlines four common types of treatment that address traumatic stress. The report highlights some of the mental health benefits that have resulted from services provided through the Children's Mental Health initiative, established by an Act of Congress in 1992, and National Child Traumatic Stress Network (NCTSN) developed by the Substance Abuse and Mental Health Services Administration. It highlights the state of Maine's THRIVE initiative -- a program funded through a grant from the SAMHSA that serves children who are involved in child protective services.

Keywords: Child development, Child mental health, Early intervention services, Emotional trauma, Federal initiatives, Intervention, Model programs, Public awareness campaigns, Trauma

Aratani Y, Wight VR, Cooper JL. 2011. Racial gaps in early childhood: Socio-emotional health, developmental, and educational outcomes among African-American boys. New York, NY: National Center for Children in Poverty, 19 pp.

Annotation: This report describes a study that aimed to examine racial gaps in cognitive and socio-emotional development among boys in early childhood and to identify factors that contribute to early resilience among African-American boys. The report also presents theoretical models for understanding the racial gap.

Keywords: Blacks, Cognitive development, Early childhood development, Early intervention, Emotional development, Health, Health status disparities, Income factors, Infant development, Mental health, Prevention, Public policy, Racial factors

Wulczyn F, Ernsgt M, Fisher P. 2011. Who are the infants in out-of-home care?: An epidemiological and developmental snapshot. Chicago, IL: Chapin Hall, 11 pp. (Issue brief)

Annotation: This brief focuses on infants in the foster care system and their unique needs, developmental vulnerabilities, and strengths. The brief examines five key domains in which infants in the out-of-home population differ from older children, including (1) incidence of first-time out-of-home placements, (2) duration in care, (3) experiences in care, (4) characteristics, and (5) vulnerability for delayed development.

Keywords: Cognitive development, Emotional development, Families, Foster care, Foster children, High risk populations, Infant behavior, Infant development, Infant health, Infants, Intellectual development, Low income groups, Motor development, Racial factors, Vulnerability

Artman K, Hemmeter ML, Feeney-Kettler K, Meiler C. 2011. Observation toolkit for mental health consultants. Washington, DC: Center for Early Childhood Mental Health Consultation, 52 pp.

Annotation: This toolkit is designed to help mental health consultants work with early childhood programs to evaluate and implement the Teaching Pyramid Model. Contents include materials and strategies to help programs evaluate their progress towards implementing the model and learn more about how adult behavior and the design of the child care classroom environment support the social emotional development of infants and toddlers. The kit contains forms for monitoring the overall prevalence of challenging behavior in an early childhood classroom, collecting information on an individual child's behavior, monitoring the location of challenging behavior in an early childhood classroom, and identifying patterns in child engagement across activities. Reproducible forms, case examples, and sample completed forms are included.

Keywords: Child behavior, Child mental health, Consultation, Early childhood education, Emotional development, Forms, Model programs, Social development, Technical assistance, Young children
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The MCH Library is one of six special collections at Georgetown University, the nation's oldest Jesuit institution of higher education. The library is supported through foundation, private, university, state, and federal funding. This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by Georgetown University or the U.S. Government. Note: web pages whose development was supported by federal government grants are being reviewed to comply with applicable Executive Orders.