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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 (69 total).

Cuffe HE, Harbaugh WT, Lindo JM, Musto G, Waddell GR. 2011. Evidence on the efficacy of school-based incentives for healthy living. Cambridge, MA: National Bureau of Economic Research, 25 pp. (NBER working paper series no. 17478)

Annotation: This report analyzes the effects of a school-based incentive program developed to promote physical activity among school-aged children by encouraging them to walk or bike to school. The report summarizes research indicating how sedentary lifestyles contribute to poor health outcomes and highlights the absence of research studies that have focused on children's health behavior despite high levels of obesity among American youth. The report describes the design of the school-based incentive program; discusses the models used to measure the impacts of the program; and discusses the overall effects of prizes offered to encourage certain types of behavior during the program. Included is an empirical analysis of the findings and a summary of outcomes based on the age and gender of the participating children, as well as the time of year during which the children were encouraged to walk or bike to school. Tables indicate the extent to which various rewards impacted behavior outcomes.

Keywords: Behavior modification, Child behavior, Child health, Model programs, Physical activity, Prevention, Research, School linked programs

National School Boards Association. 2011. Families as partners: Fostering family engagement for health and successful students. Alexandria, VA: National School Boards Association, 11 pp.

Annotation: This paper provides an overview of family engagement as it relates to school health and student achievement. It discusses school health policies, practices, and strategies that school boards and public education administrators can use to effectively engage families. Sidebars provide inks to additional tools and resources such as sample family engagement policies, evidence-based practices, and family engagement surveys.

Keywords: Academic achievement, Education, Family school relations, Parent child relations, Parent participation, School health, School linked programs

Stuart-Cassel V, Bell A, Springer JF. 2011. Analysis of state bullying laws and policies. Rockville, MD: Westat, 182 pp.

Annotation: This report summarizes current approaches to address bullying in the 46 states with anti-bullying laws and the 41 states that have created anti-bullying policies as models for schools. The report shows the prevalence of state efforts to combat bullying over the last several years and looks at legislation enacted between 1999 and 2010 to introduce or amend statues that address bullying and related behaviors in schools. The report also examines the extent to which states' bullying laws and policies contain the common key components of state anti-bulling laws identified in the December 2011 guidance document compiled by the U.S. Department of Education titled Anti-Bullying Policies: Examples of Provisions in State Laws. The appendices include state-by-state comparisons of anti-bulling legislation, policy, and definitions of bullying and cyber-bullying,

Keywords: Bullying, Comparative analysis, Models, Policy, Prevention, School linked programs, State legislation, Studies

Crosse S, Williams B, Hagen CA, Harmon M, Ristow L, DiGaetano R, Broene P, Alexander D, Tseng M, Derzon JH. 2011. Prevalence and implementation fidelity of research-based prevention programs in public schools: Final report. Rockville, MD: Westat, 150 pp.

Annotation: This final report presents descriptive information and key findings from the Study of the Implementation of Research-Based Programs to Prevent Youth Substance Abuse and School Crime funded by the U.S. Department of Education. (The purpose of the study was to measure the prevalence of research-based programs in schools intended to prevent youth substance abuse and school crime and to assess the implementation of those research-based programs.) The report discusses the prevalence of youth alcohol, tobacco, other drug use, and school crime and analyzes research-based efforts to address these problems. Tables compare research-based programs according to type, instructional level, and other variables. A list of effective programs is included.

Keywords: Adolescent health, Crime prevention, Evaluation, Model programs, Prevention programs, School linked programs, Studies, Substance abuse prevention, Youth

Advocates for Youth, Answer, Sexuality Information and Education Council of the United States. [2010]. Future of sex education (FoSE). [no place]: Future of Sex Education, 1 v.

Annotation: This online resource describes the Future of Sex Education (FoSE), a collaborative project designed to create a national dialogue about the future of sex education and to promote the institutionalization of comprehensive sexuality education in public schools. It includes information on the history of sex education in the United States; current barriers to sex education implementation; statistics and profiles; a public education primer; a school health education primer; and an education glossary. It also provides links to select comprehensive sex education programs; lesson plans; national standards and assessment tools; a sex education tool-kit for states and communities; and related compendiums, programs, and publications. FoSE is a joint project of Advocates for Youth, Answer, and SIECUS.

Keywords: Communication, Program improvement, Public education, School health education, School linked programs, Sexuality education

Holt K, Barzel R. 2010. Pain and suffering shouldn't be an option: School-based and school-linked oral health services for children and adolescents. Washington, DC: National Maternal and Child Oral Health Resource Center, 4 pp.

Annotation: This fact sheet provides information about the importance of good oral health during childhood and adolescence. Topics include school readiness, disparities, oral trauma, nutrition, dental sealants, fluoride varnish, and school-based and school-linked oral health services. [Funded by the Maternal and Child Health Bureau]

Keywords: Adolescents, Dental sealants, Fluorides, Health services delivery, Health status, Oral health, Resources for professionals, Risk factors, School age children, School based clinics, School linked programs, Service coordination

Maryland Office of Oral Health, University of Maryland Dental School. 2010. Mighty tooth says: Seal away tooth decay!. [Baltimore, MD: Maryland Department of Health and Mental Hygiene, Office of Oral Health],

Annotation: These resources are aimed at increasing public demand for dental sealants in private and public dental offices and in school-based and school-linked programs. Topics include (1) what are dental sealants, (2) why get sealants, (3) what causes tooth decay, and (4) who should get sealants. Additional contents include a video, a letter about the campaign that was sent to oral health professionals, and links to other resources such as a booklet about dental sealants (in English and Spanish) and guides on finding oral health care. A report on the project findings is also available from the web site.

Keywords: Audiovisual materials, Children, Dental sealants, Oral health, Oral health care, Public awareness campaigns, Public private partnerships, School based clinics, School linked programs, Spanish language materials

Escudero PV, Garst LR, Langley AK, Nadeem E, Wong M. 2010. Schools. North Bethesda, MD: Safe Start Center, 12 pp. (Moving from evidence to action; issue brief no. 3)

Annotation: This issue brief focuses on the impact of exposure to violence in school settings and examines how emerging research and program practice can help school staff to develop programs that meed the needs of children and youth who are exposed to violence. The brief analyzes case scenarios and proposes opportunities for intervention. It discusses the connections between children's exposure to violence and their mental wellness, ability to reach full academic potential, and academic outcomes; and describes promising practices to help teachers, mental health providers, school administrators, and state policy makers prevent and reduce the impact that violence has on children. A variety of evidence-based school mental health interventions are described, along with the challenges that may arise in implementing such programs. Included is a list of guiding principles to support best practices.

Keywords: Adolescent mental health, Child mental health, Models, School age children, School health, School linked programs, School violence, Violence, Violence prevention, Youth, intervention

Jaycox L, Langley A, Dean KL. 2009. Support for students exposed to trauma: The SSET program. Santa Monica, CA: Rand, ca. 200 pp.

Annotation: This book presents a program designed for use by school personnel to support students exposed to trauma. It consists of a series of ten lessons providing skill building techniques geared toward changing maladaptive thoughts, promoting positive behaviors, and increasing levels of peer and parent support for affected students. It contains a group leader training manual that defines program concepts, provides information on selecting student participants, scheduling lessons, assuring confidentiality, coordinating with clinical backup, managing difficult situations and issues, and conducting group meetings. A lesson plans and worksheets and materials sections supplies preparation material and plans as well as homework assignments, worksheets, letters to parents, forms, and other program materials.

Keywords: Behavior modification, Curricula, Educational materials, Manuals, Mental health programs, Middle schools, Program descriptions, School age children, School linked programs, School personnel, Trauma, Violence

Sampson R. 2009. Bullying in schools. Washington, DC: Office of Community Oriented Policing Services, U.S. Department of Justice, 48 pp. (Problem-oriented guides for police, problem-specific guides series, no. 12)

Annotation: This monograph summarizes knowledge gained from past studies in the U.S. and other western countries about the extent and nature of the problem of bullying in schools, methods for analyzing local problems, and how police can reduce school bullying and the harm caused by it. Appendices contain a summary of responses or interventions to reduce school bullying and a sample brochure that educates parents about school bullying.

Keywords: Bullying, Law enforcement, School linked programs, School safety, School violence

Thomas A. 2009. Reaching kids: Partnering with preschools and schools to improve children's health. Washington, DC: Grantmakers In Health, 41 pp. (Issue brief no. 35)

Annotation: This issue brief highlights the intersections between health and education systems in the United States, including the influences both systems have on children's healthy development across the life course. The brief is based on a Grantmakers In Health (GIH) issue dialogue that took place in May 2009. Themes discussed for health funders and other organizations to consider as they work with preschool- and school-based programs and interventions include the following: 1) improving children's school readiness in early childhood; 2) increasing children's access to health care services within educational settings; 3) encouraging children's healthy eating and active living; 4) coordinating school health services; and 5) increasing communication, linkages, and formal partnerships between schools, families, and other community stakeholders that serve children. [Funded by the Maternal and Child Health Bureau]

Keywords: Child development, Collaboration, Health care systems, Preschool children, School age children, School health, School linked programs, Service coordination

Ragozzino K, O'Brien MU. 2009. Social and emotional learning and bullying prevention. Newton, MA: Education Development Center, 21 pp.

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.

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

Partnership for Prevention. 2009. School-based physical education: Working with schools to increase physical activity among children and adolescents in physical education classes—An action guide (upd. ed.). [Washington, DC]: Partnership for Prevention, 37 pp.

Annotation: This action guide provides information to assist local public health practitioners in increasing levels of physical activity and improving physical fitness among children and adolescents. Based on recommendations provided in The Guide to Community Preventive Services developed by the Partnership for Prevention, the guide explains how to work with schools to increase physical activity in physical education (PE) classes. It includes nineteen action steps developed to help implement more effective PE programs, assess progress, support participating schools; and sustain program efforts. The appendices provide information to help public health practitioners evaluate their activities and determine their resource needs. A list of evidence-based reviews of physical activity interventions in schools is provided as well.

Keywords: Adolescent health, Child health, Physical activity, Physical education, Program improvement, Public health, School linked programs

Dilley J. 2009. Research review: School-based health interventions and academic achievement. Olympia, WA: Washington State Board of Health; Washington State Office of Superintendent of Public Health Instruction; and Washington State Department of Health, 27 pp.

Steigler K, Lever N. 2008. Summary of recognized evidence-based programs implemented by Expanded School Mental Health (ESMH) Programs. [Baltimore, MD]: University of Maryland School of Medicine, Center for School Mental Health, 13 pp.

University of California, Los Angeles, Center for Mental Health in Schools . 2008. Evaluation of impact. (Upd. ed.). Los Angeles, CA: Center for Mental Health in Schools, University of California, Los Angeles, 135 pp.

Annotation: This report evaluates a program to enhance availability and access to improve and advance mental health in schools and the capacity of systems and personnel, as well as to advance the role of schools in addressing mental health, psychosocial, and related health concerns. Contents include an overview of program progress, data on strategies for enhancing the likelihood of impact, and special studies of user satisfaction and short- and long-term impact. Also included are survey instruments used in the evaluation, highlights of achievements and major goals, and resource materials developed during the program. [Funded in part by the Maternal and Child Health Bureau]

Keywords: Access to health care, Adolescents, MCH research, Mental health, Psychosocial development, School age children, School health, School linked programs

Center for Mental Health in Schools. 2007. Evaluation and accountability: Getting credit for all you do! (rev. ed.). Los Angeles, CA: Center for Mental Health in Schools, 102 pp. (An introductory packet)

Annotation: This paper contains information and educational materials on evaluating or assuring the accountability of school-based or school-linked mental health services for children and adolescents. Topics include the rationale for this process and specific topics associated with it, descriptions of organizations and experts in the field, and background articles on evaluating mental health in schools, assessing outcomes, and the use of structured assessment tools. [Funded in part by the Maternal and Child Health Bureau]

Keywords: Accountability, Adolescents, Children, Educational materials, Mental health services, Professional education, Program evaluation, Psychosocial services, Quality control, School health services, School linked programs

Connecticut Association of School Based Health Centers. [2006]. School-based health centers: A child-focused safety net strategy. North Haven, CT: Connecticut Association of School Based Health Centers, 2 pp.

Annotation: This paper explains why school-based health centers can serve as effective physical and mental health access programs for children. The paper explains why these centers have been successful, pointing out their convenience, continuity, focus on learning, unprecedented access, and assurance of care. Included are statistics highlighting the need for a strategy to ensure that school-aged children have access to health care.

Keywords: Access to care, School age children, School health programs, School linked programs

National Assembly on School-Based Health Care. 2006. Health care for special populations: Examining the role for school-based health centers in supporting children with special health care needs. [Washington, DC]: National Assembly on School-Based Health Care, 18 pp.

Annotation: These proceedings summarize information from an October 2006 meeting hosted by the National Assembly on School-Based Health Care (NASBHC) to discuss how school-based health centers (SBHCs) can work with schools to support the education and health of children with special health care needs (CSHCN). Based on discussions between meeting representatives from education, special education, school health care, parent communities, and health education policy sectors, the document outlines ways that the National Assembly can lead SBHC-focused work to promote activities that support the needs and challenges of CSHCN. The document also outlines next steps to continue exploring the collaboration between SBHCs and school systems in serving CSHCN. The appendices include federal policies on special populations, a description of school-based health centers, and a list of services with potential for synergy between SBHCs and school systems in serving special populations. [Funded in part by the Maternal and Child Health Bureau]

Keywords: CSHCN programs, Children with special health care needs, Collaboration, Conference proceedings, Health care reform, Health care systems, School health programs, School linked programs

Action for Healthy Kids. [2004]. Criteria for evaluating school-based approaches to increasing good nutrition and physical activity. [Skokie, IL]: Action for Healthy Kids, 15 pp., exec. sum. (6 pp.).

Annotation: This report defines a set of standard criteria for creating and evaluating school-based approaches for improving nutrition and physical activity. It describes the methodology for developing the evaluation criteria, lists the criteria, and suggests incentives for encouraging the adoption of school-based approaches to increase children's good nutrition and physical activity. The criteria can be applied to a broad range of approaches: policies, programs, interventions, and practices. The report also include a list of expert panel members, a sample evaluation form, sample selections from the "what's working" database, and a list of partner organizations involved in the steering committee.

Keywords: Child health, Health promotion, Nutrition, Physical activity, Program evaluation, School age children, School linked programs, Schools
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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.