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These proceedings contain the papers and posters of the 22nd International Conference on e-Society (ES 2024) and 20th International Conference on Mobile Learning (ML 2024), organised by the International Association for Development of the Information Society (IADIS) in Porto, Portugal, during March 9-11, 2024. The e-Society 2024 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. The Mobile Learning 2024 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. These events received 185 submissions from more than 25 countries. In addition to the papers' presentations, the conferences also feature two keynote presentations. [Individual papers are indexed in ERIC.]

A must for home visiting programs, the updated second edition of the LSP is the most efficient, reliable way to evaluate a parent's life skills: the abilities, behaviors, and attitudes they need to achieve a healthy and satisfying family life. For use with at-risk, low-income pregnant and parenting individuals with children from birth to 5 years of age, the LSP is a field-tested, validated, and reliable tool that generates a broad, accurate portrait of the life skills of parents, caregivers, and young children. Easy to complete in about 10 minutes, the LSP will help your program establish baseline and ongoing assessment profiles of clients, identify strengths and needs, plan interventions, and demonstrate the effectiveness of your practices through monitoring of outcomes. How it works: Home visitors, including public health nurses, social workers, mental health care providers, and family development and family support workers, use the LSP to evaluate a variety of important life skills. An experienced professional familiar with the family records information on 43 items in eight important domains: (1) Relationships with Family and Friends; (2) Relationships with Children; (3) Relationships with Supportive Resources; (4) Education and Employment; (5) Health and Medical Care; (6) Mental Health and Substance Abuse; (7) Basic Essentials; and (8) Infant/Toddler Development. Home visitors rate each competency from 1 to 5 on a simple-to-complete form, where they can also record important case data in the notes section. No judgment of families is implied--the LSP is used only to track the progress of children and parents or caregivers, and can be repeated every six months until the child is 5. What's new: (1) New chapter on using the LSP to promote maternal health literacy; (2) Guidance on completing the LSP during virtual home visits; (3) LSP Instrument and downloads now provided as fillable PDFs; (4) Updated research, citations, and information throughout; (5) Updates and improvements based on customer surveys and feedback from the field; (6) Scoring descriptions updated for clarity; and (7) Ancillary materials now provided as convenient downloads.

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

Gender inequality has wide-ranging and adverse implications for all of society. For this reason, the United Nations has made it a top priority to address this issue through the Sustainable Development Goals, which state that gender equality is not only a fundamental human right but a necessary foundation for a peaceful, prosperous, and sustainable world. "Gender Inequality and its Implications on Education and Health" explains the different implications of gender inequality and finds solutions to our most pressing issues. The authors of these collected studies show that though in various contexts around the globe, girls and women are discouraged and prevented from receiving quality education, proper health care, women empowerment and social justice, if this exclusion is eliminated it produces many additional socio-economic gains that benefit entire societies. Focusing largely on India to explore firstly the implications of gender inequality on education and health and then gender inequality and its implications to other SDGs, the chapters extend globally to analyse countries from Asia, Australia, Africa, and Europe. Raising awareness among stakeholders and institutions to recognise the importance of gender inequality throughout the world and its various implications -- especially on education and health -- "Gender Inequality and its Implications on Education and Health" provides strategies to achieve gender equality.

"Supporting Student Mental Health" is a guide to the basics of identifying and supporting students with mental health challenges. It is no secret that your responsibilities as a teacher go beyond academic achievement. You cover key socioemotional competencies in your classrooms, too. This book is full of accessible and appropriate strategies for responding to students' mental health needs, such as relationship-building, behavioral observation, questioning techniques, community resources, and more. The authors' public health, prevention science, and restorative practice perspectives will leave you ready to run a classroom that meets the needs of the whole child while ensuring your own well-being on the job.

This book examines dominant discourses in social justice education globally. It presents cutting-edge research on the major global trends in education, social justice and policy research. Using diverse paradigms, ranging from critical theory to discourse analysis, the book examines major social justice and equity education reforms and policy issues in a global culture, with a focus on the ambivalent and problematic relationship between social justice education discourses, ideology and the state. The book discusses democracy, ideology and social justice, which are among the most critical and significant factors defining and contextualising the processes surrounding social justice education reforms globally. It critiques current social justice education practices and policy reforms, illustrating the shifts in the relationship between the state, ideology, and social justice education policy. Written by authors from diverse backgrounds and regions, this book examines current developments in research concerning social justice education. It enables readers to gain a more holistic understanding of the nexus between social justice education, and dominant ideologies, both locally and globally. It also provides an easily accessible, practical, yet scholarly insights into local and global trends in the field of social justice education. Discourses of Globalization, Ideology and Social Justice, with contributions from key scholars worldwide, should be required reading for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.

Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. "Mental Health, Substance Use, and Wellbeing in Higher Education" lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education. [Contributors include Policy and Global Affairs; Health and Medicine Division; and Committee on Mental Health, Substance Use, and Wellbeing in STEMM Undergraduate and Graduate Education.]

In "Broader, Bolder, Better," authors Elaine Weiss, of the Broader, Bolder Approach to Education campaign, and Paul Reville, former Massachusetts education secretary, make a compelling case for a fundamental change in the way we view education. The authors argue for a large-scale expansion of community-school partnerships in order to provide integrated student supports (ISS) from cradle to careers, including traditional wraparound services like mental health and nutrition supports, as well as early childhood education, afterschool and enrichment programs, and family supports. The book builds on nine years of research by the Broader, Bolder Approach to Education, a national initiative endorsed by more than sixty policy experts and leaders from across the country. It draws on case studies of effective ISS efforts in twelve diverse communities to illustrate the variety of strategies that can be adopted locally. A call to action that also provides examples of communities that are successfully leveling the playing field for poor children, this book offers a detailed vision for building comprehensive systems to support all children.

Research has shown the extent of social exclusion among children and young people of Traveller, Irish Traveller, Gypsy, Roma and Showpeople (GRT) communities, in terms of education, health, and accommodation, and that many mainstream services have little experience of working effectively with these communities. The Every Child Matters (ECM) agenda and the Race Relations (Amendment) Act (2000) are drivers of change for these communities. Delivering change requires coordination of services, and sharing by professionals of effective practice, underpinned by appropriate training programmes. The Children's Workforce Development Council commissioned this project to explore the range of issues around, and approaches to, working with Travellers, Irish Travellers, Gypsies, Roma and Showpeople, as well as the support and training available to staff involved. There were two main stages to the study: a literature review (produced in a separate report); and a further investigation of current practice and training (the focus of the main project report and of this thematic summary). The investigative study included: 20 local authority telephone interviews; four interviews with representatives from national organisations who had an overview of training and development in England; and six case-study visits. Key findings in the literature review were confirmed and the importance was emphasised for practice of: (1) Developing outreach work with GRT families; (2) Adopting a family-centred approach; (3) Ensuring flexibility of provision; (4) Developing effective partnerships between providers; (5) Overcoming strategic challenges of services managing competing remits and affording low priority to GRT communities; and (6) Considering the capacity implications of the fact that the majority of training continues to be provided by Traveller Education Support Services professionals. Contents include: Thematic Summary; (1) About the Study; (2) Overview of good practice in working with GRT communities; (3) Challenges in relation to working with GRT communities; (4) Types of learning opportunity, information and support available to staff; (5) Effectiveness of training and support; (6) Impacts of training/learning; and (7) Implications. Four appendices are included: (1) Authorship List; (2) Case Studies; (3) Record of Searches Undertaken; and (4) The CWDC footprint.

"Education Indicators" are facts and statistics that help to describe a public education system. They are tools which are useful in examining and measuring the effectiveness of the system. Examples include information such as the amount of local funds raised to support local schools, per pupil expenditures, pupil-teacher ratios, and student achievement results. This publication contains a series of indicators which will help interested citizens, policymakers, and legislators understand the many components of the K-12 Maine public education system. This paper is comprised of six categories of indicators: (1) Background Demographics; (2) Enrollment; (3) Staff; (4) Program; (5) Student Performance; and (6) Finance. While the categories have been changed recently from previous editions, the report still contains the same indicators. The "Background Demographics" section provides information on community and societal characteristics of the education environment which may have an impact on student learning. The "Enrollment" section highlights enrollment trends statewide and in some cases by county. The "Staff" section provides characteristics of Teachers and Administrators in schools statewide. The "Program" section provides information on the school district organizational structure and other specific programs within schools that enhance education in Maine. The "Student Performance" section provides a tool to assess the productivity and accomplishments of education in Maine. And finally, the "Finance" section provides financial information relevant to education in Maine. Two appendices are included: (1) Statutory Language for the Maine Education Policy Research Institute; and (2) Related Publications. (Contains 55 tables and 39 figures.)

Although U.S. policymakers have adopted the view that work is the solution to poverty, work may not ensure a decent standard of living for many families. This report estimates the number of families who are not making ends meet. It examines the cost of living in various communities in every state and determines "basic family budgets" for six family types in all metropolitan areas and in a combined rural area for each state. These budgets cover housing, child care, health care, food, transportation, and taxes and, in contrast to the federal poverty line, offer a more realistic measure of the income needed for a decent standard of living. The families studied comprised one or two adults and one to three children under age 12. Among these kinds of families, nationally, 29 percent fell below basic family budget levels for their communities in the late 1990s, and over 2.5 times as many families fell below family budget levels as fell below the poverty line. Families headed by single parents, young workers, minority workers, or workers who were high school dropouts were more likely to be struggling. The report also examines "critical" and "serious" hardships faced by families. Among the findings: families at all income levels had problems meeting health care and child care needs, and lack of health insurance was a strong predictor of family hardship. Extensive policy recommendations are offered concerning worker pay and benefits and a safety net of social services. Appendices present methodology, hardship data, and family budgets for 400 rural and urban areas. (Contains 45 references and many statistical data tables.) (SV)

This book documents the history, successes, and failures of Save the Children's farmworker program in Zimbabwe, 1981-98. The report explores workers' past and present living and working conditions on commercial farms and describes how the program promoted a progression from workers with a migrant mentality to the building of functional communities, increasingly able to articulate and address their own problems. Information was gathered from key informants on commercial farms, government officials, development officers, and 426 farmworkers. Chapters cover: (1) an introduction to Save the Children Fund and the farmworker program; (2) the situation of rural people before 1980; (3) conditions for farmworker women and children as farmworkers missed out on national improvements in rural education and services; (4) the first pilot farmworker project, 1981-83; (5) expansion in the 1980s; (6) program impacts in the 1980s on the health of women and children, access to water and sanitation, provision of preschools on farms, housing, nutrition, adult literacy, socioeconomic status, and women's activities; (7) major concerns and lessons learned; (8) a period of uncertainty; (9) organizational issues and changes, program impacts, government partnerships, and community leadership training in the early 1990s; (10) program achievements; and (11) a portrait of the farm village. Appendices present data tables reflecting program progress and list participating farms and program staff. (Contains photographs, a list of acronyms, a glossary, and 80 references.) (SV)

This collection of snapshots examines the well-being of America's children and adults through the lens of the 1999 National Survey of America's Families. Snapshots include: "Foreword: Snapshots of America's Families II: A View of the Nation and 13 States from the National Survey of America's Families" (Alyssa Wigton and Alan Weil); "Family Economic Well-Being: Findings from the National Survey of America's Families" (Sheila Rafferty Zedlewski); "Health Insurance, Access, and Health Status of Children: Findings from the National Survey of America's Families" (Genevieve Kenney, Lisa Dubay, and Jennifer Haley); "Health Insurance, Access, and Health Status of Nonelderly Adults: Findings from the National Survey of America's Families" (Stephen Zuckerman, Jennifer Haley, and John Holahan); "Children's Behavior and Well-Being: Findings from the National Survey of America's Families" (Kristin Anderson Moore, Juliet L. Hatcher, Sharon Vandivere, and Brett V. Brown); "Children's Family Environment: Findings from the National Survey of America's Families" (Sharon Vandivere, Kristin Anderson Moore, and Martha Zaslow); and "Key Findings by Race and Ethnicity: Findings from the National Survey of America's Families" (Sarah Staveteig and Alyssa Wigton). (All papers contain references.) (SM)

An adequate, well-trained, and diverse health care workforce is essential for providing access to quality health care services. However, despite more than a decade of concerted global action to address the health workforce crisis, collective efforts are falling short in scaling up the supply of health workers. The resulting health workforce shortage affects people's access to quality health care around the globe. In October 2016, the National Academies of Sciences, Engineering, and Medicine convened a workshop to explore resources for financing health professional education in high-, middle-, and low-income countries and innovative methods for financially supporting investments in health professional education within and across professions. Participants examined opportunities for matching population health needs with the right number, mix, distribution, and skill set of health workers while considering how supply and demand drive decisions within education and health. This publication summarizes the presentations and discussions from the workshop. (Individual presentations and discussions contain references.)

The World Health Organization defines the social determinants of health as "the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life." These forces and systems include economic policies, development agendas, cultural and social norms, social policies, and political systems. In an era of pronounced human migration, changing demographics, and growing financial gaps between rich and poor, a fundamental understanding of how the conditions and circumstances in which individuals and populations exist affect mental and physical health is imperative. Educating health professionals about the social determinants of health generates awareness among those professionals about the potential root causes of ill health and the importance of addressing them in and with communities, contributing to more effective strategies for improving health and health care for underserved individuals, communities, and populations. Recently, the National Academies of Sciences, Engineering, and Medicine convened a workshop to develop a high-level framework for such health professional education. "A Framework for Educating Health Professionals to Address the Social Determinants of Health" also puts forth a conceptual model for the framework's use with the goal of helping stakeholder groups envision ways in which organizations, education, and communities can come together to address health inequalities. The following are appended: (1) Educating Health Professionals to Address the Social Determinants of Health; (2) Open Session Agenda; (3) Global Forum on Innovation in Health Professional Education Sponsors; (4) Speaker Biographies; and (5) Committee Member Biographies. [This study was supported by contracts between the National Academy of Sciences and the Academic Collaborative for Integrative Health, the Academy of Nutrition and Dietetics, the Accreditation Council for Graduate Medical Education, the Aetna Foundation, the Alliance for Continuing Education in the Health Professions, the American Academy of Family Physicians, the American Academy of Nursing, the American Association of Colleges of Nursing, the American Association of Colleges of Osteopathic Medicine, the American Association of Colleges of Pharmacy, the American Board of Family Medicine, the American Board of Internal Medicine, the American College of Nurse-Midwives, the American Congress of Obstetricians and Gynecologists/American Board of Obstetrics and Gynecology, the American Council of Academic Physical Therapy, the American Dental Education Association, the American Medical Association, the American Occupational Therapy Association, the American Psychological Association, the American Society for Nutrition, the American Speech-Language-Hearing Association, the Association of American Medical Colleges, the Association of American Veterinary Medical Colleges, the Association of Schools and Colleges of Optometry, the Association of Schools and Programs of Public Health, the Association of Schools of the Allied Health Professions, the Council of Academic Programs in Communication Sciences and Disorders, the Council on Social Work Education, Ghent University, Health Resources and Services Administration, the Josiah Macy Jr. Foundation, Kaiser Permanente, the National Academies of Practice, the National Association of Social Workers, the National Board of Certified Counselors, Inc. and Affiliates, the National Board of Medical Examiners, the National League for Nursing, the Office of Academic Affiliations--Veterans Health Administration, the Organization for Associate Degree Nursing, the Physician Assistant Education Association , the Robert Wood Johnson Foundation, the Society for Simulation in Healthcare, the Uniformed Services University of the Health Sciences, and the University of Toronto.]

Health for All and Education for All have been rallying cries for a host of international development activities for more than a quarter century. Where did these global goals come from? Why have the health goals seemingly advanced so much faster than those in education? In this book, author Colette Chabbott explores the foundational role that international development organizations and the innovations they champion have played in shaping and advancing such goals. Chabbott demonstrates the importance of science and measurement in rendering some innovations more universal and compelling than others. Her analysis includes in-depth case studies of innovations developed at the grassroots and scaled up at the national and international levels by the International Center for Diarrheal Disease Research and by BRAC, once a Bangladeshi now a major international NGO. These studies all suggest that greater investment in new types of education research, based in the Third World, but with strong ties to research centers of international scope in the First World, are likely the prerequisites for achieving better, cheaper, faster universal education. This important book will provoke scholars, students, and international development practitioners to think more deeply about the cultural and scientific underpinnings of education and international development. The author's careful analyses are particularly needed as the international community defines new global goals for the post-2015 era. This book: (1) Introduces the key international organizations and movements in the field of education for development; (2) Provides a unique interpretation of the many tensions that characterize the field: government vs. non-government organizations; institutions vs. actors; and loose coupling between policies and action; (3) Addresses the current debate about research methods in education, including quantitative indicators, randomized controlled trials, and case studies; and (4) Identifies new activities and potential directions related to the global goals phenomenon. [This book was written with Mushtaque Chowdhury. Foreword written by Francisco O. Ramirez.]

School health and nutrition programs can contribute to achieving the goals of the Education for All initiative (EFA) by helping children enroll on time, complete their education, and realize their cognitive potential. Achieving these goals depends on reaching the children most in need. One strong feature of school health and nutrition programs is that they benefit the poor, sick, and hungry children far more that better-off children. However, poor children can only benefit if the programs reach them. This book describes how schools have been used as a platform for delivering safe and simple health and nutrition programs to even hard-to-reach children in low-income countries.

Starting from the premise that the health status, vulnerability to accidents and disease, and life spans are determined by the organization, delivery, and financing (or lack thereof) of health care, this book explores how educators and community caretakers teach the complex web of inter-connection between the micro level of individual health and well-being and the macro level of larger social structures. Through the lenses of courses in anthropology, ESL (English as a Second Language), gerontology, management information systems, nursing, nutrition, psychology, public health, and sociology, the contributors offer examples of intergenerational and interdisciplinary practice, and share cutting-edge academic creativity to model how to employ community service learning to promote social change. This book includes a Foreword by Robert A. Corrigan and is divided into three sections. Section I, "Models Of Community Engagement", includes: (1) Reaffirming The Role Of Service Learning In Public Health Curricula (Veronica Acosta-Deprez and Tony Sinay); (2) Connections Across Generations: Dialogue Groups Bridge The Generation Gap (Madeleine Rose); (3) Preparing Future Nurses For A Life Of Civic Engagement: The Disaster Preparedness For Vulnerable Populations Project (Lynette Landry and Harvey Davis); and (4) Cultivating Healthy Habits: Food, Gardens, and Community-Based Learning (Debora Hammond). Section II, "Cross-Cultural Competencies", includes: (5) Immigrant Health Literacy: Reaching Across Languages, Cultures, and Disciplines In Service (Daryl M. Gordon, Maricel G. Santos, and Gail Weinstein); (6) Community-Based Health Needs Assessments With Culturally Distinct Populations (Joachim O. F. Reimann and Dolores I. Rodri'Guez-Reimann); (7) The Role Of Community-Based Participatory Research, Civic Engagement, and Service Learning In Reducing Health Disparities Community Health Theaters (Helda Pinzon-Perez); and (8) Teaching Public Health Security Through Community-Based and Case-Based Learning (Louise Gresham, Sonja Ingmanson, and Susan Cheng). Section III, "Community Partnerships", includes: (9) From Projects To Partnership: Using Ethnography To Engage Students (Charles N. Darrah and Katie Plante Smith); (10) The Accidental Service Learner: The Role Of Graduate Education In Community Service Learning (Jonathan Sills); (11) The Economy Of Abundance: Developing Service Learning On A Grand Scale In A Rapidly Changing Environment (Kathleen M. Roe, Andrea Nance, Alvin Galang, Anna Bingham, German Blanco, Ryan Duhe, and Kenneth Lee); (12) Using Service Learning To Teach Community Nutrition (Marjorie Freedman); and (13) Affecting Community Wellness With Technology and Cross-Disciplinary Collaboration (Malu Roldan).

The "Handbook of Youth Prevention Science" describes current research and practice in mental health preventive interventions for youth. Traditional prevention research focused on preventing specific disorders, e.g. substance abuse, conduct disorders, or criminality. This produced "silos" of isolated knowledge about the prevention of individual disorders without acknowledging the overlapping goals, strategies, and impacts of prevention programs. This "Handbook" reflects current research and practice by organizing prevention science around comprehensive systems that reach across all disorders and all institutions within a community. Throughout the book, preventive interventions are seen as complementary components of effective mental health programs, not as replacements for therapeutic interventions. This book is suitable for researchers, instructors and graduate students in the child and adolescent mental health professions: school psychology, school counseling, special education, school social work, child clinical psychology and the libraries serving them. It is also suitable for graduate course work in these fields. The contents of this book include: (1) The current status of youth prevention science (Beth Doll and Jina Yoon); (2) Placing Prevention into the Context of School Improvement (Howard S. Adelman and Linda Taylor); (3) School Mental Health: Prevention at All Levels (Kevin Dwyer and Erika Van Buren); (4) Screening for Mental Health and Wellness: Current School-Based Practices and Emerging Possibilities (Erin Dowdy, Michael Furlong, Katie Eklund, Elina Saeki, and Kristin Ritchey); (5) Implementing Universal Screening Systems Within an RtI-PBS Context (Hill M. Walker, Herbert H. Severson, Gale Naquin, Cynthia D'Atrio, Edward G. Feil, Leanne Hawken, and Christian Sabey); (6) Building Conditions for Learning and Healthy Adolescent Development: A Strategic Approach (David Osher and Kimberly Kendziora); (7) Assessment for Integrated Screening and Prevention Using the Resiliency Scales for Children and Adolescents (Sandra Prince-Embury); (8) Social Support: How to Assess and Include it in Research on Prevention and Youth Outcomes (Michelle K. Demaray, Christine K. Malecki, Lyndsay N. Jenkins, and Christy M. Cunningham); (9) Peer support as a means of improving school safety and reducing bullying and violence (Helen Cowie and Peter K. Smith); (10) The Developmental Implications of Classroom Social Relationships and Strategies for Improving Them (Jan N. Hughes and Lisa K. Barrois); (11) Factors Influencing Teacher Interventions in Bullying Situations: Implications for Research and Practice (Jodi Burrus Newman, Karin S. Frey, and Diane Carlson Jones); (12) Development, evaluation, and diffusion of a national anti-bullying program (KiVa) (Christina Salmivalli, Antti Kärnä, and Elisa Poskiparta); (13) Promoting the Well-Being of School Communities: A Systemic Approach (Chryse Hatzichristou, Konstantina Lykitsakou, Aikaterini Lampropoulou, and Panayiota Dimitropoulou); (14) Promoting Student Resilience: Strong Kids Social and Emotional Learning Curricula (Oanh K. Tran and Kenneth W. Merrell); (15) Stimulating positive social interaction: What can we learn from TIGER (Kanjertraining)? (Lilian Vliek and Bram Orobio de Castro); (16) A Hybrid Framework for Intervention Development: Social Justice for Bullying in Low Resource Schools (Samuel Song and Wakako Sogo); (17) Check & Connect: Enhancing School Completion through Student Engagement (Sandra L. Christenson and Amy L. Reschly); (18) Prevention and Early Intervention for Preschool Children At Risk for Learning and Behavior Problems (Maribeth Gettinger, Carrie Ball, Laura Mulford, and Alicia Serdula); (19) Partnering to Achieve School Success: A Collaborative Care Model of Early Intervention for Attention and Behavior Problems in Urban Contexts (Thomas J. Power, Heather A. Jones, Jennifer A. Mautone, and Nathan J. Blum); (20) Dissemination of Evidence-Based Programs in the Schools: The Coping Power Program (John E. Lochman, Nicole R. Powell, Caroline L. Boxmeyer, and Rachel Baden); (21) Prevention, Early Childhood Intervention, and Implementation Science (Samuel L. Odom, Marci Hanson, Joan Lieber, Karen Diamond, Susan Palmer, Gretchen Butera, and Eva Horn); (22) Taking effective prevention to scale (Brian K. Bumbarger, Daniel F. Perkins, and Mark T. Greenberg); and (23) Youth Policy and Politics in the United States: Toward an Increased Focus on Prevention (Siobhan M. Cooney, Thomas R. Kratochwill, and Stephen A. Small).

Babies and young children in the child welfare system have a high prevalence for physical, cognitive, and social-emotional delays--and often don't have access to the services and supports that could make all the difference. This is the book that will help professionals go beyond abuse prevention and ensure comprehensive healthy development of these vulnerable children from birth to age 3. Demystifying the world of child welfare, this book shows early childhood practitioners how to successfully navigate this complex system and collaborate with a wide range of other professionals to meet young children's needs. Readers will (1) discover what new brain research says about the importance of effective early intervention and consistent caregiving in the earliest years of life; (2) see how the current system works by tracing several children's journeys through child welfare and juvenile court; (3) help fulfill the promise of new laws related to child welfare, health care, and early intervention and education; (4) understand the juvenile court's powerful potential to influence young children's healthy development ; (5) help improve access to coordinated, consistent health care for young children in the child welfare system; (6) work to make early intervention screening universal and services readily available to young children and families; and (7) make the most of early childhood education as a portal to school readiness, social-emotional development, and overall well-being. To help them make a real difference in the lives of young children, readers will get in-depth, real-life case examples that illustrate strong collaborations among the child welfare, legal, health care, early intervention, and early childhood education systems. They'll see how other professionals are working together to fully address children's needs, and they'll have detailed models they can use to forge their own effective partnerships with professionals from other systems. Essential reading for a broad range of early childhood professionals and decision-makers, this book will help readers reverse the odds for young children in the child welfare system--and set the stage for lifelong physical, developmental and emotional health. References and index are included.

The second edition of "Professional Issues in Therapeutic Recreation: On Competence and Outcomes" is greatly expanded to include a wider variety of introductory materials and updates on current professional issues. The second edition represents a timely review of the state of affairs in the profession of therapeutic recreation. This book contains four sections. Section I, Introduction, includes: (1) On Competencies and Outcomes in Therapeutic Recreation (Norma J. Stumbo); (2) TR Past, Present, and Future: A Historical Analysis of Issues in Therapeutic Recreation (Kari Kensinger); (3) World Demographics and Their Implications for Therapeutic Recreation (Rebecca Genoe and Jerome Singleton); (4) The Role of the International Classification of Functioning, Disability, and Health (IFC) in Therapeutic Recreation Practice, Research, and Education (Marieke Van Puymbroeck, Heather R. Porter, Bryan P. McCormick, and Jerome Singleton); (5) Multicultural Diversity and Competence in Therapeutic Recreation (Charlsena F. Stone); and (6) International Perspectives of Therapeutic Recreation (Heewon Yang and Marjorie J. Malkin). Section II, Education Issues, includes: (7) "Keynote": Perspectives on Therapeutic Recreation Education (Nancy H. Navar); (8) Profile of Undergraduate and Graduate Therapeutic Recreation Curricula (Norma J. Stumbo); (9) Accreditation: The Quest for Educational Quality (Marcia Jean Carter and Ramon B. Zabriskie); (10) Reconciling Different Professional Expectations of Student Internship (Peggy Holmes-Layman and John Henry Pommier); (11) "Perspective": The Value of Support Courses and Fieldwork in the Therapeutic Recreation Curricula (Jean E. Folkerth); and (12) "Perspective": Curricular Standardization in Therapeutic Recreation: Professional and University Implications (Jeffrey P. Witman, Walter B. (Terry) Kinney, Janet R. Sable, and Judy S. Kinney). Section III, Practice Issues, includes: (13) "Keynote": Therapeutic Recreation Practice: Art, Science, or Magic? (Sharon Nichols); (14) Therapeutic Recreation Practice Models (Jo-Ellen Ross and Candace Ashton-Shaefer); (15) Integrating Evidence into Recreational Therapy Practice: An Important Focus for the Profession (Ray E. West); (16) Clinical Practice Guidelines: A Decision-Making Tool for Best Practice? (Nancy E. Richeson, Suzanne Fitzsimmons, and Linda L. Buettner); (17) Issues and Concerns in Therapeutic Recreation Assessment (Norma J. Stumbo); (18) Ethics and the CTRS (Sharon Nichols and Mary Ann Keogh Hoss); (19) Reimbursement: Surviving Prospective Payment as a Recreational Therapy Practitioner (G.T. Thompson); (20) Legislative and Regulatory Issues in Therapeutic Recreation (John W. Shank); (21) Certification and Licensure: Recognition and Oversight of the Profession (Peg Connolly); (22) Walking the Tightrope, Juggling, and Slow Dancing: Metaphors for Building Effective Therapeutic Relationships (Susan L. Hutchinson); (23) Higher Education and Healthcare: Parallel Issues of Quality, Cost, and Access (Norma J. Stumbo and Mary Ann Keogh Hoss); and (24) "Perspective": Facilitating the Transition from Student to Professional Through Internship (Charles W. Bloom). Section IV, Research Issues, includes: (25) Keynote: Status of Therapeutic Recreation Research (Leandra A. Bedini); (26) The Role of Theory in Therapeutic Recreation: A Practical Approach (Linda Caldwell); (27) Methods for Outcome Research in Therapeutic Recreation (Mark A. Widmer and Neil R. Lundberg); (28) Research into Practice: Building Knowing through Empirical Practice (Bryan P. McCormick, Youngkhill Lee, and Marieke Van Puymbroeck); and (29) "Perspective": Clinical Research: Methods and Mandates (George Patrick). An index is included.

Seldom do the needs of children with disabilities divide neatly along program lines. Instead, children and their families navigate a large, complex, and fragmented array of programs with inconsistent eligibility standards, application procedures, and program goals. "Meeting the Needs of Children with Disabilities" examines these programs, focusing on the three largest--special education, Medicaid, and Supplemental Security Income--and suggests ways to unify them into one system that will provide continuous care and support. Efforts at early intervention and prevention and difficulties caused by programs' funding structures are given particular attention.

This book is a compelling indictment of the use of high-stakes assessments with punitive consequences in public schools. The authors trace the history of the policy and document the inequities for children of poverty that undergird high-stakes testing practices. Lack of dental and medical care, environmental violence, insufficient school funding, racism, and classism--all factors that contribute to this dire situation--are discussed in depth. The authors make a convincing case for discontinuing the unjust testing that has been forced on the nation's public school children. After the Foreword (Delores Malcolm), this book is organized into the following chapters: (1) High-Stakes Testing: A Brief History; (2) Chronic Racism; (3) Health Issues; (4) Violence and Safety Concerns in the Community, the School, and the Home; (5) School Funding Inequities; (6) The Tutoring Industry; and (7) Life Experiences.

Individuals with autism and their caregivers face unique challenges in later childhood and adolescence, yet this period is often neglected in the professional literature. This much-needed volume translates current research on the needs of this population into practical recommendations for clinicians and educators. Featuring vivid case examples and an in-depth, reproducible assessment form, the book comprehensively addresses the many contexts of children's lives. Accessible guidance and hands-on suggestions are provided for: (1) Supporting positive behavior, communication, and social skills; (2) Managing issues related to mental and physical health and sexuality; (3) Helping families access services and navigate the legal system; and (4) Optimizing the educational and transition planning process. This book is divided into three parts. Part I: The Individual with Autism, introduces the first six chapters: (1) Understanding Behavioral and Emotional Issues in Autism (Robin L. Gabriels); (2) Medical Health Assessment and Treatment Issues in Autism (Edward Goldson and Margaret Bauman); (3) Sexuality and Autism: Individual, Family, and Community Perspectives and Interventions (Robin L. Gabriels and Mary E. Van Bourgondien); (4) Communication and Language Issues in Less Able School-Age Children with Autism (Diane Twachtman-Cullen and Jennifer Twachtman-Reilly); (5) Sensory Processing Disorders in Children with Autism: Nature, Assessment, and Intervention (Eynat Gal, Sharon Cermak, and Ayelet Ben-Sasson); and (6) Assistive Technology as an Aid in Reducing Social Impairments in Autism (Ofer Golan, Paul G. LaCava, and Simon Baron-Cohen). Part II: Family and Caregivers of the Individual with Autism, continues with the following three chapters: (7) Advocating for Services: Legal Issues Confronting Parents and Guardians (Wayne Steedman); (8) Family Resources during the School-Age Years (April W. Block and Stephen R. Block), and (9) Family Vacations and Leisure Time: Considerations and Accommodations (Sharon Lerner-Baron). Part III: Community Aspects of Intervention, contains the final four chapters: (10) Building a Foundation for Successful School Transitions and Educational Placement (Ramona Noland, Nancy Cason, and Alan Lincoln); (11) Translating Early Intervention into Positive Outcomes (Laurie Sperry and Gary Mesibov); (12) School Consultation and Interventions for Middle School and High School Students with Autism (Brian R. Lopez, Dina E. Hill, Sandy Shaw, and Robin L. Gabriels); and (13) Criminal Justice Issues and Autistic Disorder (Alicia V. Hall, Michele Godwin, Harry H. Wright, and Ruth K. Abramson).

This document contains 8 chapters of a 35-chapter book that presents a comprehensive diagnosis of current economic, social, and educational conditions in Colombia and their importance to development prospects and the quest for peace. The eight chapters covered here are part of a section titled "Sharing the Fruits of Growth with All Colombians." Chapter 21, "Education" (Eduardo Velez), describes Colombia's education system and current enrollment trends and focuses on seven policy issues: highly inequitable access to schooling, excluding poor and rural children; low, perhaps deteriorating, educational quality; high grade repetition and dropout rates; allocation of public expenditures; growing household demand for schooling; inefficient and inequitable decentralization of education management; and negative impacts of violence and social displacement on schooling. Chapter 22, "Health" (Maria-Luisa Escobar, Panagiota Panopoulou), looks at recent reforms in the health care system affecting financing, management, quality, and access. Chapter 23, "The Social Safety Net" (Laura B. Rawlings), outlines poverty rates among rural and urban children and youth and among displaced persons, and discusses social welfare programs relevant to these groups. Chapter 24, "Higher Education" (Lauritz Holm-Nielsen), discusses enrollment trends in higher education; rising returns to education; and problems with financing, governance, efficiency, and unequal access. Chapter 25, "Science and Technology" (Lauritz Holm-Nielsen), examines strengths and weaknesses in Colombia's science and technology sector, state of the country's information infrastructure, and lack of advanced human capital. Chapter 26, "Enhancing Employment Opportunities through the Labor Markets" (Vicente Fretes Cibils, Vicente Paqueo), discusses the labor market, industrial relations, lack of skilled workers, and needs for technical education and vocational training. Chapter 27, "Gender" (Maria Correia), discusses gender issues related to educational attainment, poverty, reproductive health, wage gaps, rural development, and violence. Chapter 28, "Indigenous Peoples and Afro-Colombian Communities" (Shelton Davis, Enrique Sanchez), discusses indigenous land rights, human rights, deterioration of health and socioeconomic conditions, and educational programs and development policies directed toward these communities. Appendices lists all ethnic groups in Colombia, demographic data, and social indicators. (Contains references in each chapter.) (SV)

In the wake of intense national interest in very young children, this volume presents an examination of the findings of the Commonwealth Survey of Parents with Young Children, as analyzed by scholars from diverse disciplines. What emerges from this analysis is a picture of the complex forces that influence families and child rearing in the earliest years: how parents spend time with their children, the economic and social challenges they face, and the supports they receive to improve their childrens health and development. The chapters are: (1) Introduction and Overview (Neal Halfon, Kathryn Taaffe McLearn, and Mark A. Schuster); (2) Resources Devoted to Child Development by Families and Society (M. Rebecca Kilburn and Barbara L. Wolfe); (3) Preparing for Parenthood: Whos Ready, Whos Not? (Constance T. Gager, Sara S. McLanahan, and Dana A. Glei); (4) Meeting the Challenges of New Parenthood: Responsibilities, Advice, and Perceptions (Allison Sidle Fuligni and Jeanne Brooks-Gunn); (5) Reading, Rhymes, and Routines: American Parents and Their Young Children (Pia Rebello Britto, Allison Sidle Fuligni, and Jeanne Brooks-Gunn); (6) Child Discipline in the First Three Years of Life (Lawrence S. Wissow); (7) Breastfeeding in the United States Today: Are Families Prepared? (Wendelin M. Slusser and Linda Lange); (8) Depressive Symptoms in Parents of Children under Age 3: Sociodemographic Predictors, Current Correlates, and Associated Parenting Behaviors (Karlen Lyons-Ruth, Rebecca Wolfe, Amy Lyubchik, and Ronald Steingard); (9) Prenatal Care, Delivery, and Birth Outcomes (Paul H. Wise); (10) Access to Health Care for Young Children in the United States (Paul W. Newacheck, Miles Hochstein, Kristen S. Marchi, and Neal Halfon); (11) Anticipatory Guidance: What Information Do Parents Receive? What Information Do They Want? (Mark A. Schuster, Michael Regalado, Naihua Duan, and David J. Klein); (12) New Models of Pediatric Care (Barry Zuckerman and Steven Parker); and (13) Families with Children under 3: What We Know and Implications for Results and Policy (Neal Halfon and Kathryn Taaffe McLearn). Each chapter contains references. (KB)

This collection of papers includes 6 parts. Part 1, "Latino Populations in the United States," includes: (1) "Latino Health Policy: Beyond Demographic Determinism" (Angelo Falcon, Marilyn Aguirre-Molina, and Carlos W. Molina); (2) "Latino Health Status" (Olivia Carter-Pokras and Ruth Enid Zambrana); and (3) "Latino Access To Health Care: The Role of Insurance, Managed Care, and Institutional Barriers" (J. Emilio Carrillo, Fernando M. Trevino, Joseph R. Betancourt, and Alberto Coustasse). Part 2, "Latino Life Stages and Health," includes: (4) "The Early Years: The Health of Children and Youth" (Glenn Flores and Ruth Enid Zambrana); (5) "The Reproductive Years: The Health of Latinas" (Aida L. Giachello); (6) "The Later Years: The Health of Elderly Latinos" (Valentine M. Villa and Fernando M. Torres-Gil); and (7) "Latino Mental Health and Treatment in the United States" (William A. Vega and Margarita Alegria). Part 3, "Patterns of Chronic Diseases among Latinos," includes: (8) "The Impact of Cancer on Latino Populations" (Amelie G. Ramirez and Lucina Suarez); (9) "Cardiovascular Disease" (Eliseo Perez-Stable, Teresa Juarbe, and Gina Moreno-John); (10) "Diabetes" (Jose Alejandro Luchsinger); and (11) "Gender, Context, and HIV Prevention among Latinos" (Hortensia Amaro, Rodolfo R. Vega, and Dellanira Valencia). Part 4, "Occupational Health and the Latino Workforce," includes: (12) "Occupational Health among Latino Workers in the Urban Setting" (Rafael Moure-Eraso and George Friedman-Jimenez) and (13) "Health and Occupational Risks of Latinos Living in Rural America" (Kathryn Azevedo and Hilda Ochoa Bogue). Part 5, "Alcohol, Tobacco, and Other Drug Use among Latinos," includes: (14) "Alcohol Use and Alcohol-Related Problems among Latinos in the United States" (Raul Caetano and Frank Hector Galvan); (15) "Tobacco Use among Latinos" (Gerardo Marin); and (16) "Latino Drug Use: Scope, Risk Factors, and Reduction Strategies" (Andres G. Gil and William A. Vega). Part 6, "A New Health Agenda," offers (17) "Latino Health Policy: A Look To the Future" (Marilyn Aguirre-Molina, Angelo Falcon, and Carlos W. Molina). (Papers contain references.) (SM)

This report reviews current statistics on the state of girls' lives in the United States at the end of the 20th century. Six chapters cover: (1) "Framing Gender, Identity, and Adolescence" (trends in research on adolescent girls, exploring identities, how girls are doing, and conditions that support or hinder girls' healthy sense of self); (2) "Health" (exercise and sports, body image and eating disorders, HIV/AIDS prevention, depression and related concerns, substance use, and access to health care); (3) "Sexuality" (portrayals of girls' sexual activity, pregnancy and reproductive decisions, and access to information and resources); (4) "Violence" (victimization, sexual and physical abuse, sexual harassment, and participation in violence and crime); (5) "Schooling" (representation of girls in educational research, girls' achievement, curricular issues and academic programs for girls, single sex versus mixed sex education, sexuality education, leaving school/college attendance/dropping out, and conditions that support girls' educational experiences); and (6) "Economic Realities" (economic conditions in families and impacts of welfare reform legislation). Two final sections present "What Do Adolescent Girls Need for Healthy Development?" and "Looking Ahead: Developing a New Research Agenda." (Contains 216 bibliographic references, notes, and nationwide member center descriptions.) (SM)

Eleven papers from a workshop titled "International Migration: Health and Social Policies" focus on common concerns and problems in providing social and health services to labor migrants and immigrants in the United States and the European Union. Following an introduction (Antonio Ugalde, Gilberto Cardenas), the papers are: (1) "International Migration and Health in the European Union" (Lars Rasmussen); (2) "Meeting the Social Service Needs of Mexican Immigrants in the United States" (Yolanda C. Padilla); (3) "Providing Health Services to Immigrant and Refugee Populations in New York" (Heike Thiel de Bocanegra, Francesca Gany); (4) "Perinatal Outcomes of North African Immigrants in Belgium" (Pierre Buekens, Therese Delvaux, Isabelle Godin, Godelieve Masuy-Stroobant, Sophie Alexander); (5) "How Do Flemish Health Providers Take Care of Their Turkish and Moroccan Patients?" (Aime De Muynck); (6) "Health Advocates in Belgian Health Care" (Hans Verrept, Fred Louckx); (7) "Health and Health Services Utilization in Spain among Labor Immigrants from Developing Countries" (Antonio Ugalde); (8) "Cycle and Reproductive Patterns among Immigrant Women in Spain" (Consuelo Prado Martinez, Maria Dolores Marrodan Serrano, Angeles Sanchez-Andres, Esperanza Gutierrez Redomero, Paula Acevedo Cantero, Julia Sebastian Herranz); (9) "Psychopathology of Immigrants and Cross-Cultural Therapy" (Antoine Gailly, Redouane Ben Driss); (10) "The Cultural Psychology of Immigration" (Marcelo M. Suarez-Orozco); and (11) "Potentially Traumatic Events among Unaccompanied Migrant Children from Central America" (Ximena Urrutia-Rojas, Nestor Rodriguez). Contains references in each paper and author profiles. (SV)

This report presents findings of a George Washington University Center for Health Policy Research (CHPR) multi-year project to conduct analytical studies on the financing, delivery, and cost effectiveness of child health supervision services. Against a backdrop of decline in private sector coverage for children, a growing number of children living in poverty, and major health care reform efforts, the goal of the CHPR project was to identify and examine health systems problems in three major areas: access and financing, organization and delivery, and cost and effectiveness. The resulting studies are presented as follows: (1) "An Overview of Health Insurance Coverage and Access to Child Health Supervision Services" (Michele R. Solloway); (2) "Private Health Insurance Coverage of Preventive Benefits for Children" (Margaret A. McManus and Karen Hertz); (3) "A 20-Year Retrospective of Child Health Supervision" (Jerome A. Paulson and Michelle R. Solloway); (4) "Ensuring Adequate Health Care Benefits for Children and Adolescents" (Peter P. Budetti and Claire Feinson); (5) "Informing State Medicaid Providers about EPSDT [Early and Periodic Screening, Diagnostic and Treatment Program] (Michele R. Solloway and Others); (6) "Barriers to Full Participation in EPSDT and Possible Strategies for the Maternal and Child Health Bureau" (Michele R. Solloway); (7) "Medical Managed Care: A Briefing Book on Issues for Children and Adolescents) Harriette B. Fox and Margaret A. McManus); (8) "State Implementation of OBRA '89 EPSDT Amendments within Medicaid Managed Care Arrangements" (Hariette B. Fox and Lori Wicks); (9) "Population and Selective (High Risk) Approaches to Prevention in Well-Child Care" (Barbara Starfield and Patrick Vivier); (10) "Estimating Costs and Savings from Preventive Child Health Proposals" (Donald N. Muse); (11) "The Role of Outcomes, Effectiveness, and Cost-Effectiveness Research in Child Health Supervision" (Peter P. Budetti and others); (12) "Cross-National Comparisons of Well-Child Supervision" (Barbara Starfield and Jennifer Harlow); (13) "Environmental Health and Child Health Supervision: A Case Study of Childhood Lead Poisoning" (Bradley R. Pine and others); (14) "Pediatric Oral Health" (Arthur Nowak and others); (15) "Adolescent Preventive Mental Health Services" (Anne L. Ducey and Michelle R. Solloway); and (16) "Health Supervision and School Health Services for Children" (Michelle R. Solloway and others). Many of the studies include tables and appendices. (HTH)

Visceral leishmaniasis (VL) or kala-azar, an endemic vector-borne disease, affects the populations of the lowest socio-economic strata on the Indian subcontinent – a group that has limited access to proper health care. Untreated, kala-azar is almost always fatal, and the drugs currently in use are toxic and/or expensive. Thus, confirmation of diagnosis before starting therapy is crucial. Early diagnosis and treatment are a key strategy of the recently launched kala-azar elimination program in Bangladesh, India, and Nepal. To achieve early diagnosis, VL care must be decentralized to primary health centers, which has become possible since the advent of rapid diagnostic tests. Parasitological diagnosis is limited to referral hospitals and specialized VL treatment centers. Two serological tests for field use – the direct agglutination test and the rK39 immunochromatographic test – have both shown excellent performance on the Indian subcontinent, but the latter is preferred, as it is simpler to use. The proper implementation of these diagnostic strategies within the VL elimination program involves not only the procurement, training, and supervision of staff, but also quality control both before and after deployment in the field. The logistical requirements are enormous, and therefore standardized guidelines for procurement and quality control must be established. [ABSTRACT FROM AUTHOR]