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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 (42 total).

Build Initiative. 2014. BUILD/IMLS partnership: Supporting communities through museums and libraries. Boston, MA: Build Initiative, multiple items.

Annotation: This webinar series focuses on efforts to integrate museums and libraries into statewide early childhood systems. Contents include presentations (in .pdf) and recordings on the following topics: tools and methodologies for leveraging strategic connections to local library systems, state government, and early learning organizations and standards; how museums and libraries can be learning resource centers for young children and their families and caregivers; the scope, roles, and functions of state early learning and development systems; and ways to strengthen and work with museums and libraries in intentionally supporting the growth and development of young children and their families and caregivers. State-specific examples from Washington are included.

Contact: Build Initiative, 89 South Street, Suite 700, Boston, MA 02111, Telephone: (617) 523-6565 E-mail: [email protected] Web Site: http://www.buildinitiative.org Available from the website.

Keywords: Communities, Early childhood development, Early childhood education, Families, Integrated information systems, Learning disabilities, Libraries, Public health, Public private partnerships, Service delivery systems, State programs, Statewide planning, Washington, Young children

Jones CA. 2014. Uplifting the whole child: Using wraparound services to overcome social barriers to learning. Boston, MA: Massachusetts Budget and Policy Center; Cambridge, MA: Rennie Center for Education Research and Policy, 17 pp. (Roadmap to expanding opportunity: Evidence on what works in education)

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.

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

Healthy Schools Campaign, Trust for America's Health. [2013]. Health in mind: Improving education through wellness. Chicago, IL: Healthy Schools Campaign, 80 pp.

Annotation: This report presents recommendations for changes at the federal level to improve the health and academic performance of students in public elementary and secondary schools. The report begins with a discussion of health barriers to learning and educationally relevant health disparities including illness and injury, asthma, mental health issues, obesity, sexual health issues, vision and hearing impairment, and oral disease. Additional topics include preparing teachers and principals to promote student health and wellness, engaging parents to improve outcomes, incorporating health and wellness into school metrics and accountability, incorporating health and wellness into recognition programs, building capacity within the U.S. Department of Education to address student health and wellness, and placing a school nurse in every school.

Contact: Healthy Schools Campaign, 175 N. Franklin, Suite 300, Chicago, IL 60606, Telephone: (312) 419-1810 Fax: (312) 419-1806 Web Site: http://www.healthyschoolscampaign.org Available from the website.

Keywords: Barriers, Interagency cooperation, Learning, Policy development, Program coordination, School age children, School health, Schools, Service integration

South Carolina Department of Health and Environmental Control, Oral Health Division. 2012. Oral health for families with special health care needs. [Columbia, SC]: South Carolina Department of Health and Environmental Control, Division of Oral Health, 64 pp.

Annotation: This resource guide is designed to give parents and other caregivers tips on oral hygiene and oral health care for children and youth with special health care needs. Topics include selecting and adapting a toothbrush, addressing challenges, providing good nutrition, encouraging safety, and going to the dentist. Contents also include information sheets for specific conditions, state and national organizations, and service information.

Contact: South Carolina Department of Health and Environmental Control, Division of Oral Health, 2600 Bull Street, Columbia, SC 29201, Telephone: (803) 898-3432 Web Site: https://www.scdhec.gov Available from the website.

Keywords: Adolescents with special health care needs, Children with special health care needs, Educational materials, Family support services, Learning activities, Oral health, South Carolina, State programs

Nobel C. 2012. We are MCH. Tampa FL: University of South Florida, College of Public Health,

Annotation: This presentation offers a visual narrative of the public health work and research that students and faculty in maternal and child health (MCH) training programs are doing in their communities. The stories illustrate how MCH makes a difference in the lives of women and children. [Funded by the Maternal and Child Health Bureau]

Contact: University of South Florida, College of Public Health, 13201 Bruce B. Downs Boulevard, MDC 56, Tampa, FL 33612, Telephone: (813) 974-3623 Secondary Telephone: (888) USF-COPH Fax: (813) 974-4718 E-mail: [email protected] Web Site: http://publichealth.usf.edu Available from the website.

Keywords: Community based services, MCH training programs, Public health, Schools, Service learning

ASCD. 2012. Making the case for educating the whole child. Alexandria, VA: ASCD, 15 pp.

Annotation: This document is designed to help families, educators, policymakers, and communities work together on a whole child approach to learning. Contents include research and examples of education policies and practices to ensure that students are healthy, safe, engaged, supported, and challenged. Recommendations for coordinating resources and services, with a focus on state-level institutions and policies, are included.

Contact: ASCD, 1703 North Beauregard Street, Alexandria, VA 22311-1714, Telephone: (703) 578-9600 Secondary Telephone: (800) 933+2723 Fax: (703) 575-5400 E-mail: [email protected] Web Site: http://www.ascd.org Available from the website.

Keywords: Advocacy, Community action, Education, Families, Health promotion, Health status, Learning, Life course, Participation, Policy development, Safety, School age children, Schools, Students, Support services, Teaching

Delaware Health and Social Services, Office of the Secretary. 2012. Growing Together: Calendar for parents. New Castle, DE: Delaware Health and Social Services, Office of the Secretary, 45 pp.

Annotation: This document provides guidance for new parents about health and safety in infants and young children from birth through age 5. The document describes how infants and young children grow and learn, how to keep them safe from harm, activities that parents can do with infants and young children, and what parents can do if they are concerned about their infant's or young child's development. Contents include tips and resources on reading with infants and young children, safe sleep, what to expect and what to do at each developmental stage, helping a crying infant, recognizing high-quality child care, fatherhood, finding and using health services including immunizations, and promoting oral health.

Contact: Delaware Department of Health and Social Services, Bureau of Oral Health and Dental Services, Jesse Cooper Building, 417 Federal Street, Dover, DE 19901, Telephone: (302) 744-4554 Fax: (302) 661-7229 Web Site: http://dhss.delaware.gov/dph/hsm/ohphome.html Available from the website.

Keywords: Breastfeeding, Child development, Consumer education materials, Health promotion, Health services, Infants, Learning, Nutrition, Oral health, Parenting, Parents, Reading, Safety, Sleep position, Young children

Washington Dental Service Foundation. 2011–. Oral Health Watch. Seattle, WA: Washington Dental Service Foundation, multiple items.

Annotation: These resources are designed to help dental, medical, labor, and business organizations; advocacy groups; and others raise awareness about the prevalence of oral disease and its consequences and advocate for increased access to oral health care. Topics include prevention and early intervention for infants, oral health care for pregnant women, ensuring oral health is a part of healthy aging, expanding the oral health work force, health care reform and oral health, oral health and early learning, and providing care to people with low incomes. Resources include policy briefs; oral health facts; and tools for contacting legislators, finding low cost care, and sharing stories.

Contact: Washington Dental Service Foundation, P.O. Box 75983, Seattle, WA 98175-0983, Telephone: (206) 528-2373 Fax: E-mail: [email protected] Web Site: http://www.kidsoralhealth.org Available from the website.

Keywords: Access to health care, Advocacy, Consumer education materials, Dental care, Financing, Health care reform, Infants, Learning, Older adults, Oral health, Policy development, Pregnant women, Preventive health services, Public awareness campaigns, Resources for professionals, State legislation, State programs, Washington, Work force, Young children

Stapley D. 2011. Role of nutrition in learning and behavior: A resource list for professionals. Beltsville, MD: Food and Nutrition Information Center, 30 pp.

Annotation: This document lists journal articles, websites, and other resources on the role of nutrition in learning and behavior in children. Topics include the role of nutrient status and school meal programs in learning and behavior and the relationship between school-based physical activity and academic performance in the United States and in non-U.S. countries.

Contact: U.S. Food and Nutrition Information Center, National Agricultural Library, 10301 Baltimore Avenue, Room 105, Beltsville, MD 20705-2351, Telephone: (301) 504-5719 Secondary Telephone: (301) 504-5248 Fax: (301) 504-6409 E-mail: [email protected] Web Site: http://fnic.nal.usda.gov Available from the website.

Keywords: Academic achievement, Behavior problems, Bibliographies, Children, International health, Learning, Nutrients, Nutrition, Physical activity, Research, Resources for professionals, School food services

Katzel A, LaVant A, Richards C. 2010. Blazing the trail: A new direction for youth development and leadership—Youth call to action. Washington, DC: National Collaborative on Workforce and Disability for Youth, 8 pp.

Annotation: This call-to-action outlines ten steps that young people can take to enhance their development and become leaders in their community and the nation. Included are guidelines to help youth learn about their rights and responsibilities, connect with the community, become self-advocates, learn about the disability movement, participate in the transition from youth to adulthood, research scholarships, obtain work experience, find or become a mentor, serve on decision-making boards, and help to train those who work with you. The recommended action steps are based on findings from the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) Blazing the Trail summit held in August 2007, which brought together more than 200 youth and adults to discuss what action steps would help ensure that young people are prepared to move successfully from youth to adulthood.

Contact: National Collaborative on Workforce and Disability for Youth, c/o Institute for Educational Leadership, 4455 Connecticut Avenue, N.W., Stuie 310, Washington, DC 20008, Telephone: (877) 871-0744 Secondary Telephone: (877) 871-0665 Web Site: http://www.ncwd-youth.info Available from the website.

Keywords: Adolescents, Collaboration, Disability, Guidelines, Leadership, School to work transition, Service learning, Youth development

Yoder KM. [2008]. SEAL INDIANA Final Report: State Oral Health Collaborative Systems Grant Program (SOHCS). [Indianapolis, IN: Indiana Department of Health], 5 pp.

Annotation: This report summarizes Indiana’s progress in implementing SEAL INDIANA, a statewide mobile dental sealant innovation, with funding from the State Oral Health Collaborative Systems grant for the period 2003–2007. Program background and information on the project goals and achievements and fulfillment of performance measures are discussed. Topics include collaboration between the Indiana University School of Dentistry, dentists, and the Indiana State Department of Health; the provision of oral health services (examinations, sealants, and fluoride varnish) and dental homes for children who live in rural and urban areas; service-learning experiences for dental and dental hygiene students; and research to promote oral health and access to care. [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.

Keywords: Children, Community based services, Dental care, Dental sealants, Final reports, Fluorides, Indiana, Mobile health units, Oral health, Public private partnerships, Research, Service learning

Champions for Inclusive Communities. [2007]. Evidence-based practices for coalition building. Logan, UT: Utah State University, 2 pp.

Annotation: This document summarizes recommended strategies to build and sustain community coalitions as a way to improve community-based services so families can use them easily. The document describes what community coalitions are and what they do, and how successful coalitions use a continuous quality improvement (CQI) process to guide their activities. Topics include building partnerships, developing plans, implementing actions, and measuring and monitoring.

Contact: Statewide Parent Advocacy Network, 35 Halsey Street, Newark, NJ 07102, Telephone: (973) 642-8100 Secondary Telephone: (800) 654-SPAN Fax: (973) 642-8080 E-mail: [email protected] Web Site: http://www.spannj.org Available from the website.

Keywords: Coalitions, Community based services, Community participation, Continuous learning, Families, Planning, Program development, Program improvement, Public private partnerships, Quality assurance

Henshaw MM. [2004]. Evaluating service-learning programs in dental education. [Seattle, WA]: Community-Campus Partnerships for Health, 133 pp.

Annotation: This monograph explains how to evaluate service learning programs designed to address dental and dental hygiene students' competencies, including competencies in patient-centered care, managing diverse patient populations, successfully functioning in a multicultural work environment, and serving as a leader of an oral health care team. Topics include fundamentals of service learning, the importance of evaluating service learning programs, approaches to planning and designing evaluations, and sample evaluation tools (including surveys and focus groups). Bibliographies and a glossary are also included.

Contact: Community-Campus Partnerships for Health, University of Washington, Box 354809, Seattle, WA 98195-4809, Telephone: (206) 666-3406 E-mail: [email protected] Web Site: http://www.ccph.info Available from the website.

Keywords: Dental education, Dental hygienists, Dentists, Educational psychology, Oral health, Professional training, Program evaluation, Service learning

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: [email protected] 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

Irish K, Schumacher R, Lombardi J. 2004. Head Start comprehensive services: A key support for early learning in poor children. Washington, DC: Center for Law and Social Policy, 8 pp. (Head Start series, policy brief no. 4)

Annotation: This policy brief describes the range of Head Start services to support families and early learning. The brief presents Program Information Report data and, when possible, compares it to national data. Topics include children and families served, the comprehensive service concept, health services, and family services and parental involvement. Statistical information is presented in figures throughout the brief.

Contact: Center for Law and Social Policy, 1200 18th Street, N.W., Suite 200, Washington, DC 20036, Telephone: (202) 906-8000 Fax: (202) 842-2885 E-mail: http://www.clasp.org/about/contact Web Site: http://www.clasp.org Available from the website.

Keywords: Data analysis, Early childhood development, Families, Family support, Head Start, Health services, Learning, Low income groups, Parents, Young children

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: [email protected] 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

De Angelis CD , ed. 1999. The Johns Hopkins University School of Medicine curriculum for the twenty-first century. Baltimore, MD: Johns Hopkins University Press, 248 pp.

Annotation: This book describes how the Johns Hopkins School of Medicine changed its curriculum from a traditional, faculty-oriented model to a student-oriented model based on adult learning strategies. It is intended to help the reader gain practical knowledge of the process as well as knowledge of the specific components of the curriculum. It provides a brief history of undergraduate medical education at Johns Hopkins, an overview of the process of change, and descriptions of individual components of the curriculum. Chapters discuss the teaching of basic sciences; interrelated courses based on organ systems; a four-year longitudinal Physician and Society course; a new curriculum for medical informatics and support services for computer-based education; student placements in the offices of community-based private practitioners; curriculum reform in the clinical years; and early evaluations of the general curriculum, specific courses, and the students.

Contact: Johns Hopkins University Press, 2715 North Charles Street, Baltimore, MD 21218-4363, Telephone: (410) 516-6900 Secondary Telephone: (800) 537-5487 Fax: (410) 516-6998 E-mail: [email protected] Web Site: http://www.press.jhu.edu Available from the website. Document Number: ISBN 0-8018-5977-8 (cloth), ISBN 0-8018-6350-3 (paper).

Keywords: Bioethics, Community based services, Curricula, Evaluation, History, Information systems, Interdisciplinary approach, Learning, Medical education, Medical schools, Models, Primary care, Reform

National Joint Committee on Learning Disabilities. 1994. Collective perspectives on issues affecting learning disabilities: Position papers and statements. Austin, TX: Pro-Ed, 110 pp.

Annotation: This monograph presents a collection of position papers of the National Joint Committee on Learning Disabilities (NJCLD), a national committee of representatives of organizations committed to the education and welfare of individuals with learning disabilities. Each paper provides a response to national issues concerning learning disabilities. In addition to the papers, the monograph provides a comprehensive overview of the NJCLD—its history, primary objectives, and the procedures used to accomplish its goals.

Contact: Pro-Ed, 8700 Shoal Creek Boulevard, Austin, TX 78757-6897, Telephone: (512) 451-3246 Secondary Telephone: (800) 897-3202 Fax: 512-451-8542 E-mail: [email protected] Web Site: http://www.proedinc.com Available in libraries. Document Number: ISBN 0-89079-534-7.

Keywords: Americans With Disabilities Act, Education, Learning disabilities, Service delivery

McElhaney SJ, Russell M, Barton HA. 1993. Children's mental health and their ability to learn. Washington, DC: National Health/Education Consortium, 30 pp. (National Health/Education Consortium occasional paper; no. 8)

Annotation: This report highlights the inadequacy of health and social service systems in addressing children's mental health issues. The report advocates the implementation of coordinated treatment and prevention plans nationwide, and makes specific recommendations for action. The report includes examples of model treatment and prevention services that work.

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 including postage.

Keywords: Affective disorders, Children, Early intervention, Learning, Mental health, Model programs, School health services, School personnel

Beatty N, ed. 1992. Heart start: The emotional foundations of school readiness. Arlington, VA: Zero to Three/National Center for Clinical Infant Programs, 46 pp., exec. summ. (9 pp.), vignettes (8 pp.).

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 .

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

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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.