School-Based Crisis Intervention Services for Adolescents: Position Paper of the Committees on Adolescence and School Health, Connecticut Chapter of the American Academy of Pediatrics

PEDIATRICS ◽  
1993 ◽  
Vol 91 (3) ◽  
pp. 656-657
Author(s):  
DAVID J. SCHONFELD
Keyword(s):  
American Academy ◽  
Crisis Intervention ◽  
School Health ◽  
School Setting ◽  
School Personnel ◽  
Position Paper ◽  
Psychological Development ◽  
School Based ◽  
American Academy Of Pediatrics ◽  
Crisis Intervention Services

The Connecticut State Chapter of the American Academy of Pediatrics, through its Committees on Adolescence and School Health, acknowledges that the need to respond effectively to crises involving adolescents within a school setting is confronting pediatricians and school systems with increasing frequency; although this paper will focus on the needs of adolescents, crises affect younger children as well. Concerted efforts between pediatricians and school personnel may serve as a first step in addressing this problem; this position paper is intended to stimulate both interest and action in this regard. Schools provide a constant environment that can contribute positively to adolescents' psychological development.

The Potentially Suicidal Student in the School Setting

PEDIATRICS ◽  
1990 ◽  
Vol 86 (3) ◽  
pp. 481-483
Author(s):  
Keyword(s):  
American Academy ◽  
Education System ◽  
School Setting ◽  
School Personnel ◽  
Prevention Programs ◽  
Medical Professionals ◽  
Local School ◽  
American Academy Of Pediatrics ◽  
Reduction Strategies ◽  
Child Psychiatrists

Education about depression and identification and referral for treatment of the depressed or drug-abusing student are important strategies in reducing the tragedy of suicide among adolescents. Pediatricians should work with local school personnel toward the implementation of the suicide-reduction strategies identified in this statement. The American Academy of Pediatrics strongly recommends that prevention programs be built into the education system. To be successful, such programs must involve school personnel, community medical professionals, child psychiatrists, students, and parents.

Residency Training and Continuing Medical Education in School Health

PEDIATRICS ◽  
1993 ◽  
Vol 92 (3) ◽  
pp. 495-496
Author(s):  
Keyword(s):  
Medical Education ◽  
American Academy ◽  
Graduate Medical Education ◽  
Continuing Medical Education ◽  
School Health ◽  
Task Force ◽  
Well Being ◽  
Pediatric Practice ◽  
Graduate Medical ◽  
American Academy Of Pediatrics

Children between the ages of 5 and 18 spend a significant amount of their time in school. School health is a vital part of pediatric practice and an important concern for pediatric graduate medical education. There are few substantiated data, however, to suggest that residents entering pediatric practice or academic medicine are exposed to school health in a significant way. Many pediatricians, upon entering practice, find that they are consulted by school systems and parents whose children have problems related to school. Pediatricians find themselves unprepared for this new role and express the need for postgraduate education in school health.1-4 The American Academy of Pediatrics Task Force on Pediatric Education5 and the most recent report from the Pediatric Residency Review Committee have both underscored the appropriateness and importance of education in school health as an important part of the residency curriculum.6 The American Academy of Pediatrics believes that education in school health should be an important part of graduate medical education for pediatric residents and of continuing medical education for practicing pediatricians. Many advances in pediatrics that affect the well-being of the child relate directly to the school setting. Increased attention to federal legislation (Section 504 of PL 93-112, the Rehabilitation Act of 1973; parts B and H of PL 102-119, the Individuals with Disabilities Education Act), health education including education about the prevention of drug and alcohol abuse and acquired immunodeficiency syndrome, new approaches to screening and health services in the schools, immunization requirements, physical fitness, and knowledge about the school environment—all are important aspects of school health and areas in which many residents and/or pediatricians have had little or no training or experience.

Students Responding to Natural Disasters and Terrorism

2012 ◽  
pp. 229-250
Author(s):  
Ryan P. Kilmer ◽  
Virginia Gil-Rivas ◽  
Steven J. Hardy
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
School Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Emotional Needs ◽  
Cultural Considerations ◽  
School Based ◽  
The Impact

This chapter seeks to help teachers and school mental health professionals understand the needs of students who have faced a disaster or terrorism and identify strategies for school-based responses. The chapter provides an overview of the effects of these events on school children and youths, including relevant developmental and cultural considerations, and the impact on the school setting. Then, the discussion emphasizes recommendations for, and possible responses by, teachers, school-based mental health professionals, and administrators. Indeed, just as these traumas can affect multiple levels of school children’s lives, the needed response of school-based professionals can be framed as multi-level, ranging from curricular modification to interventions specifically targeting youngsters’ socio-emotional needs. The sections that follow seek to inform and guide responses for school personnel and provide clear, “actionable” recommendations.

Conducting IPT-AST in Schools

2016 ◽  
pp. 136-143
Author(s):  
Jami F. Young ◽  
Laura Mufson ◽  
Christie M. Schueler
Keyword(s):  
Mental Health ◽  
School Setting ◽  
School Personnel ◽  
Skills Training ◽  
Interpersonal Psychotherapy ◽  
Boards Of Education ◽  
Depression Prevention ◽  
School Settings ◽  
School Based ◽  
Mental Health Programs

This chapter discusses the delivery of Interpersonal Psychotherapy–Adolescent Skills Training (IPT-AST) in school settings. The literature on school-based mental health programs is reviewed. Advantages of delivering preventive interventions in schools and challenges to implementation are outlined. These challenges include obtaining agreement from school personnel and boards of education; identifying personnel who will take the lead in implementing IPT-AST; identifying adolescents who will be appropriate for these services; explaining IPT-AST to adolescents and parents to engage them in the program; and managing logistical and scheduling issues within the schools. The authors discuss strategies to address the challenges of implementing this depression prevention program in a school setting.

COMMITTEE ON SCHOOL HEALTH

PEDIATRICS ◽  
1956 ◽  
Vol 18 (4) ◽  
pp. 672-676
Author(s):  
Keyword(s):  
American Academy ◽  
School Health ◽  
Careful Consideration ◽  
Reference List ◽  
Athletic Programs ◽  
American Academy Of Pediatrics ◽  
Sports Programs ◽  
Differences Of Opinion ◽  
The Subject ◽  
Advisory Role

COMPETITIVE athletics for children is an important subject; it is also a controversial one. It is generally agreed that athletic programs for children of all ages are a necessary part of their education and recreation. There are differences of opinion as to the time in a child's life at which games requiring considerable co-ordination should be introduced and the extent to which such games should be organized on a competitive basis. Because of this, educators, community leaders in recreation, and particularly parents, often turn to physicians, especially pediatricians, for guidance and direction when they consider the development of athletic programs. To aid physicians in this advisory role, the Committee on School Health of the American Academy of Pediatrics has summarized its study of the subject. A considerable fund of information as to extent of organized competitive athletic programs among children and as to the effects these programs has been accumulated from the experience and investigation of recognized leaders in the fields of education and recreation, who have collaborated with interested and informed physicians. Those concerned with sports programs for children should give careful consideration to the opinions repeatedly expressed by these groups. Many of these opinions are contained in the appended reference list. The American Academy of Pediatrics definitely encourages and promotes continuing research to establish sound policies. The Committee on School Health has considered the subject under the following headings: Age We are concerned in this statement with the question of competitive athletics for children 12 years of age and under.

Special ReportFROM THE COMMITTEE ON SCHOOL HEALTH AND THE COMMITTEE ON RHEUMATIC FEVER

PEDIATRICS ◽  
1948 ◽  
Vol 2 (3) ◽  
pp. 321-323
Author(s):  
◽  
Keyword(s):  
Heart Disease ◽  
American Academy ◽  
Rheumatic Fever ◽  
Rheumatic Heart Disease ◽  
School Children ◽  
School Health ◽  
Medical Attention ◽  
Health Examination ◽  
American Academy Of Pediatrics ◽  
Rheumatic Heart

This joint report of the Committees on School Health and Rheumatic Fever of the American Academy of Pediatrics has been prepared as a guide to school authorities in determining what can be done about this disease through the schools. The school occupies a unique position in relation to rheumatic fever control. Rheumatic fever causes more deaths than any other disease in children of school age. A first attack usually occurs in children at the age when they are in the first or second grade and recurrences are most common up to the age when children are leaving high school. The insidious onset of so many cases during the school years suggests that teachers and others in daily contact with school children should be aware of early signs and symptoms which may mean acute rheumatic fever. The periodic school health examination when done hastily without removal of clothing may miss children with rheumatic heart disease. On the other hand, children may be labeled with the diagnosis of a rheumatic heart because a heart murmur Was wrongly interpreted. This serves to emphasize the opportunities as well as the difficulties of discovering rheumatic fever and rheumatic heart disease in school children. Improvement of School Medical Procedures The American Academy of Pediatrics believes the problem of what to do about rheumatic fever through the schools is an integral part of what should be done about the health of all school children. The following recommendations, while pointed towards case-finding and health supervision of the rheumatic child, will, if applied, lead to better health service for all school children. The periodic school medical examination should be improved: 1. By obtaining a health history of the child from the parent and the teacher, if possible, at the time of the child's examination. 2. By being performed without haste and with the child disrobed. 3. By the employment of physicians trained in pediatrics, if possible. Where this is not feasible, arrangements should be made for giving physicians who make school medical examinations additional clinical training in normal child growth and development as well as in children's medical problems including rheumatic fever and heart disease. 4. By allowing time for the physicians to plan with the nurse and parent for medical attention. The examination is then more likely to be of greater aid in getting medical care for school children who need it.

News and Announcements

PEDIATRICS ◽  
1975 ◽  
Vol 55 (2) ◽  
pp. 302-304
Keyword(s):  
American Academy ◽  
School Health ◽  
San Antonio ◽  
Family Physicians ◽  
School Age ◽  
Certification Examination ◽  
American Academy Of Pediatrics ◽  
Allergy And Immunology ◽  
Health Association ◽  
Certifying Examination

CERTIFICATION EXAMINATION: The next Certifying Examination of The American Board of Allergy and Immunology, A Conjoint Board of The American Board of Internal Medicine and The American Board of Pediatrics, will be held on Tuesday, October 21, 1975. Registration will open on January 1, 1975 and close on May 31, 1975. Application materials will be available beginning in December 1974 from the Board Office. CARING FOR THE SCHOOL-AGE CHILD: Continuing education course co-sponsored by the Subcommittee on School Health of the American Academy of Family Physicians, the American Academy of Pediatrics, and the American School Health Association, San Antonio, Texas, March 17-19.

Pulmonary Disorders

2019 ◽  
pp. 327-342
Author(s):  
Desireé N. Williford ◽  
Lisa Hynes ◽  
Kristine Durkin ◽  
Christina L. Duncan
Keyword(s):  
Cystic Fibrosis ◽  
School Setting ◽  
School Personnel ◽  
Specific Information ◽  
Medical Providers ◽  
Case Examples ◽  
School Based ◽  
Information Strategies ◽  
Common School ◽  
Psychological Comorbidities

Pulmonary disorders affect the functioning of the lungs. Two of the most common pulmonary disorders in children are asthma and cystic fibrosis, and for each of these two conditions, the chapter provides a review of the symptoms, treatment, and prognosis, as well as associated risk and protective factors, sociocultural and environmental considerations, and legal and policy-related concerns. Reviews of common school-related concerns and psychological comorbidities associated with each condition are presented, and the topics are illustrated by case examples. The chapter includes specific information strategies and recommendations for school-based professionals to collaborate with children, families, and medical providers to support youth with these conditions in the school setting. Also included are handouts with information about important considerations in working with students with asthma and cystic fibrosis and potential resources for school personnel, students, and their families.

End-of-Life and Grief Issues in the School Setting

2019 ◽  
pp. 225-242
Author(s):  
Cortney T. Zimmerman ◽  
Nicole M. Schneider ◽  
Ryan M. Hill ◽  
Julie B. Kaplow
Keyword(s):  
Family Member ◽  
Mental Health Professionals ◽  
School Environment ◽  
Developmental Stages ◽  
School Mental Health ◽  
Death And Dying ◽  
School Setting ◽  
School Personnel ◽  
Loved One ◽  
School Based

School-based clinicians are likely to encounter the death of a student or a student’s family member in their work. Providing a supportive school environment is crucial for those coping with the death of a loved one or peer. The role of school mental health professionals in assisting children, families, faculty, and staff in the aftermath of a death is complex and multifaceted. This chapter serves as a guide for school-based clinicians who work with students who are possibly facing their own death or coping with the death of a peer or family member. The chapter provides an overview of developmental stages of understanding the concept of death and strategies for professionals and families to talk about death and dying with children. Specific strategies for facilitating a supportive school environment, working with bereaved students and peers, identifying struggling students, and supporting school personnel are discussed.

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