This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

http://explorefhp.com/wp-content/uploads/2013/03/Durlak-Weissberg-Child-Development-Meta-Analysis.pdf

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions

Objective To present estimates of the lifetime prevalence of DSM-IV mental disorders with and without severe impairment, their comorbidity across broad classes of disorder, and their sociodemographic correlates. Method The National Comorbidity Survey–Adolescent Supplement NCS-A is a nationally representative face-to-face survey of 10,123 adolescents aged 13 to 18 years in the continental United States. DSM-IV mental disorders were assessed using a modified version of the fully structured World Health Organization Composite International Diagnostic Interview. Results Anxiety disorders were the most common condition (31.9%), followed by behavior disorders (19.1%), mood disorders (14.3%), and substance use disorders (11.4%), with approximately 40% of participants with one class of disorder also meeting criteria for another class of lifetime disorder. The overall prevalence of disorders with severe impairment and/or distress was 22.2% (11.2% with mood disorders, 8.3% with anxiety disorders, and 9.6% behavior disorders). The median age of onset for disorder classes was earliest for anxiety (6 years), followed by 11 years for behavior, 13 years for mood, and 15 years for substance use disorders. Conclusions These findings provide the first prevalence data on a broad range of mental disorders in a nationally representative sample of U.S. adolescents. Approximately one in every four to five youth in the U.S. meets criteria for a mental disorder with severe impairment across their lifetime. The likelihood that common mental disorders in adults first emerge in childhood and adolescence highlights the need for a transition from the common focus on treatment of U.S. youth to that of prevention and early intervention.

Lifetime Prevalence of Mental Disorders in U.S. Adolescents: Results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A)

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(11)60871-4.pdf

Depression in adolescence

Este libro describe un importante conjunto de habilidades clave que aumentan el aprendizaje mas profundo, la preparacion para la universidad y la carrera, el aprendizaje centrado en el estudiante y el pensamiento de orden superior. Estas etiquetas incluyen habilidades cognitivas y no cognitivas, como pensamiento critico, resolucion de problemas, colaboracion, comunicacion efectiva, motivacion, persistencia y aprender a aprender. Las habilidades del siglo XXI tambien incluyen creatividad, innovacion y etica que son importantes para el exito posterior y pueden desarrollarse en entornos de aprendizaje formales o informales. Este informe tambien describe como estas habilidades se relacionan entre si y con las habilidades y contenidos academicos mas tradicionales en las disciplinas clave de lectura, matematicas y ciencias. Educacion para la vida y el trabajo: Desarrollar conocimientos y habilidades transferibles en el siglo XXI resume los hallazgos de la investigacion que investiga la importancia de tales habilidades para el exito en la educacion, el trabajo y otras areas de responsabilidad adulta y que demuestra la importancia de desarrollar estas habilidades. en la educacion K-16. En este informe, se identifican caracteristicas relacionadas con el aprendizaje de estas habilidades, que incluyen desarrollo profesional docente, curriculo, evaluacion, programas extraescolares y extraescolares y centros de aprendizaje informal como exhibiciones y museos.

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(11)60827-1.pdf

Child and adolescent mental health worldwide: evidence for action

This report builds on a highly valued predecessor, the 1994 Institute of Medicine (IOM) report entitled Reducing Risks for Mental Disorders: Frontiers for Preventive Intervention Research. That report provided the basis for understanding prevention science, elucidating its then-existing research base, and contemplating where it should go in the future. This report documents that an increasing number of mental, emotional, and behavioral problems in young people are in fact preventable. The proverbial ounce of prevention will indeed be worth a pound of cure: effectively applying the evidence-based prevention interventions at hand could potentially save billions of dollars in associated costs by avoiding or tempering these disorders in many individuals. Furthermore, devoting significantly greater resources to research on even more effective prevention and promotion efforts, and then reliably implementing the findings of such research, could substantially diminish the human and economic toll.

Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities

Kendig's disorders of the respiratory tract in children , Kendig's disorders of the respiratory tract in children , کتابخانه دیجیتال جندی شاپور اهواز

Kendig's Disorders of the Respiratory Tract in Children

Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth, and Young Adults: Research Advances and Promising Interventions

Rare diseases collectively affect millions of Americans of all ages, but developing drugs and medical devices to prevent, diagnose, and treat these conditions is challenging. The Institute of Medicine (IOM) recommends implementing an integrated national strategy to promote rare diseases research and product development.

Rare Diseases and Orphan Products: Accelerating Research and Development

• Nasal polyposis complicated the course of cystic fibrosis in 157 (26%) of 605 patients. Onset before age 5 years or after age 20 years was rare. Polyposis was the initial symptom of cystic fibrosis in 13 patients. Common symptoms included obstruction to nasal air flow, mouth breathing, epistaxis, and rhinorrhea. Intranasal and oral corticosteroids and antihistamines were ineffective in preventing recurrences but did occasionally afford symptomatic relief of obstruction. Nineteen (31%) of 62 patients who never had surgery had spontaneous and permanent disappearance of polyps. Simple polypectomy was an adequate procedure for patients with substantial nasal symptoms. There were no visual complications. Other surgical complications were rare. Children and adolescents with nasal polyps should have sweat tests by pilocarpine iontophoresis to rule out cystic fibrosis. (Am J Dis Child1982;136:1067-1070)

https://jamanetwork.com/HttpHandlers/ArticlePdfHandler.ashx?journal=PEDS&articleId=510729&pdfFileName=archpedi_136_12_008.pdf

Thomas F. Boat

Papers

Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities

Kendig's Disorders of the Respiratory Tract in Children

Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth, and Young Adults: Research Advances and Promising Interventions

Rare Diseases and Orphan Products: Accelerating Research and Development

Treatment and prognosis of nasal polyps in cystic fibrosis.