Adolescent Brain Development
Coordinated School Health
Deliberate Self-Harm
Homeless Youth
Homeless Youth in Pakistan
HPV Vaccines for Female Adolescents
Positive Youth Development
Public Health Internships
Scapegoating Youth
Social and Emotional Issues of Children with Diabetes
Substance Abuse Prevention Programs for Native Youth
Youth Suicide Prevention

Adolescent Brain Development

Blakemore, Sarah-Jayne and Suparna Choudhury. Brain development during puberty: state of the science. Developmental Science. 2006 Jan;9(1):11-4. [Online]
http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-7687.2005.00456.x?cookieSet=1&journalCode=desc
Examines the current science regarding brain development during puberty. PubMed.

Giedd, J.N. et al. Brain development during childhood and adolescence: a longitudinal MRI study. Nature 1999 Oct;2(10):861-863. [Online]
http://www.nature.com/neuro/journal/v2/n10/full/nn1099_861.html
This MRI study demonstrates a pre-adolescent increase in cortical gray matter during adolescence.

Talukder, Gargi. Decision-making is Still a Work in Progress
for Teenagers, July 2000. [Online] http://www.brainconnection.com/topics/?main=news-in-rev/teen-frontal
Examines the common complaint of teenagers that they are “old enough to make their own decisions.” This short review of the literature describes research that looks at teen’s decision-making behaviors based on brain development in the frontal lobe of the brain.

White, Aaron. Alcohol and the Adolescent Brain: Brain Development During Adolescence. 2004. [Online] http://www.duke.edu/~amwhite/Adolescence/adolescent3.html
White describes how “the circuits that coordinate our behaviors, help us make good decisions and control our impulses, react appropriately in different situations, govern our eating and sleeping habits, etc., are being remodelled during the teen years.” He goes on to discuss the “available evidence [that] suggests that adolescents are more vulnerable than adults to the effects of alcohol on both memory and memory-related brain function, while being less vulnerable to other effects of the drug.”

Suggested search terms for this topic
adolescent/s
teen/s
brain development
For additional citations from PubMed, here is a search on “adolescent brain development.”

Coordinated School Health

Button, J. W. and B. A. Rienzo. The Politics of Youth, Sex, and Health Care in American Schools. Binghamton, NY: Hayworth Press, 2002. (Haworth Health and Social Policy). [Online]
http://www.amazon.com/Politics-Health-American-Schools-Haworth/dp/0789012715/ref=si3_rdr_bb_product/103-5116691-1720618
Examines the evolution of health services in schools, their problems, successes in health reforms, and issues of providing sexuality services in the face of political opposition. The last chapter looks at the future of SBHCs as a school reform and describes issues and offers recommendations on such topics as accountability, race, mental health services, neglect of Latinos and on the gender gap.

Essential School Health Services. Bureau of Family and Community Health, Commonwealth of Massachusetts, 2002. [Online] http://www.mass.gov/dph/fch/schoolhealth/eshs.htm
The Massachusetts Department of Public Health “designed the Essential School Health Service (ESHS) program model to promote development of high quality, community-based school health service programs in municipalities throughout the Commonwealth.” Part of a larger document available elsewhere, this lengthy page describes the process of developing school health services in Massachusetts and discusses essential school health services. Essential school health service data collection tools are recommended and copies in MS Word and in PDF versions are offered. A link to their publication page provides fact sheets, numerous reports and links to additional resources.

Health Is Academic: A Guide to Coordinated School Health Programs. (Paperback). Edited by Eva Marx, Susan Wooley and Daphne Northrop. Teachers College Press, 1998. [Online] http://www.amazon.com/Health-Academic-Coordinated-School-Programs/dp/0807737135
Health Is Academic: A Guide to Coordinated School Health Programs “describes the growing understanding that piecemeal, competitive, or uncoordinated efforts to address the intertwined social, educational, psychological, and health needs of young people are inefficient and ineffective. Developed in collaboration with more than 70 national organizations, it discusses how the eight components of a CSHP can work together to support students and help them acquire the knowledge and skills they need to become healthy, productive adults.”

Centers for Disease Control and Prevention. Healthy Youth! Coordinated School Health Program. April 03, 2007. [Online]
http://www.cdc.gov/HealthyYouth/CSHP/
A coordinated school health program (CSHP) model consists of eight interactive components: Health Education, Physical Education, Health Services, Nutrition Services, Counseling and Psychological Services Healthy School Environment Health Promotion for Staff, and Family/Community Involvement. Additional details about each of the components are available on this one-page site.

North Carolina Healthy Schools. [n.d.] [Online] http://www.nchealthyschools.org/
NC Healthy Schools “focuses on improving the health of students and staff by providing coordination and resources in eight component areas of school health.”
Numerous health topics are described as well as the data sources referred to by the group promoting the Healthy Schools program. The site describes the six critical health behaviors, conferences, training and events, resources, local initiatives and information on how to assess your school.

Suggested Search Terms
public health
coordinated school health
Most states have a coordinated school health page with additional information on their programs.

Deliberate Self-Harm

ASHIC – American Self-Harm Information Clearinghouse. 2007. [Online].
http://www.selfinjury.org/indexnet.html
The American Self-Harm Information Clearinghouse “strives to educate the general public and medical and psychological professionals about the phenomenon of self-harm.” The site describes what self-harm is – “Self-harm, also known as self-injury, self-inflicted violence, self-injurious behavior, or self-mutilation, can be defined as the deliberate, direct injury of one's own body that causes tissue damage or leave marks for more than a few minutes and that is done in order to deal with an overwhelming or distressing situation.” It offers information on myths surrounding self-harm, and describes ASHIC's goals.

Martinson, Deb. What is self-injury? Focus Adolescent Services, 2000. [Online].
http://www.focusas.com/SelfInjury.html
Describes the many different terms for self injury: self-inflicted violence, self-injury, self-harm, parasuicide, delicate cutting, self-abuse, self-mutilation, and describes the behavior of those who inflict pain on themselves in various ways. It also describes why self-injury makes some people feel better, outlines who these people are and offers information on how those who self-injure can be helped.

Hawton, K Rodham, K, Evans, E and R Weatherall. Deliberate self harm in adolescents: self report survey in schools in England. British Medical Journal, 2002;325:1207-1211 ( 23 November ). [Online].
http://www.bmj.com/cgi/content/abstract/325/7374/1207
Using a Cross sectional survey using anonymous self report questionnaire, this research project’s objective was to “determine the prevalence of deliberate self harm in adolescents and the factors associated with it.” The researchers concluded, “Deliberate self harm is common in adolescents, especially females. School based mental health initiatives are needed. These could include approaches aimed at educating school pupils about mental health problems and screening for those at risk.”

Rodham, K, Hawton, K and E Evans. Reasons for Deliberate Self-Harm: Comparison of Self-Poisoners and Self-Cutters in a Community Sample of Adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 2004. [Online].
http://www.jaacap.com/pt/re/jaacap/abstract.00004583-200401000-00017.htm;jsessionid=GmbT5v0PcLrnJhhXJhtcs1vBSWWvQGyFn4fF2QKCQQ2hGmnknG0X!95098694!-949856144!8091!-1
This article describes “adolescents who took overdoses and/or who cut themselves.” These individuals “said that they had wanted to die (66.7% versus 40.2%, [chi]2 = 14.94, p < .0001) and had wanted to find out if someone loved them (41.2% versus 27.8%, [chi]2 = 4.14, p = .042).” … “There are differences between adolescents' motives for overdoses and for self-cutting, and also gender differences in the reasons for self-cutting. The often impulsive nature of these acts (especially self-cutting) means that prevention should focus on encouraging alternative methods of managing distress, problem-solving, and help-seeking before thoughts of self-harm develop.” (Abstract).

Ross, S and N Heath. A Study of the Frequency of Self-Mutilation in a Community Sample of Adolescents. Journal of Youth and Adolescence, 31, No. 1, February 2002, pp. 67–77. [Online].
http://www.springerlink.com/index/515V37JXA9EU7MJ8.pdf
“Currently little research exists examining self-mutilation (SM) in community samples of adolescents, despite tentative findings suggesting that self-harming behaviors, including SM may be increasing. The present study provides a comprehensive review of previous literature on the frequency of SM as well as preliminary epidemiological data concerning the frequency of SM in a community sample of high schools students. The relationship between SM, anxiety, and depressive symptomatology was also assessed. …Girls reported significantly higher rates of SM than did boys (64 vs. 36%, respectively). Self-cutting was found to be the most common type of SM, followed by self-hitting, pinching, scratching, and biting. Finally, students who self-mutilate reported significantly more anxiety and depressive symptomatology than students who did not self-mutilate.” (Abstract)

Self Harm Information. Recoveryourlife.com. 2005. [Online].
http://www.recoveryourlife.com/Self_Harm_Information/default.aspx
This huge archive of useful articles and information spanning every aspect of Self-Harm is worth investigating. Topics include bullying, self harm recovery, eating disorders, and essential reading, among other topics. Look for links to related sites, resources, FAQs, a dictionary and to a “Medicine Cabinet.”

Suggested search terms for this topic
self-mutilation
self-injury
self-harm
teens
adolescents
This topic is richly expressed on the Web. A Google search will retrieve a huge number of resources.

Homeless Youth

A Full Continuum of Housing Options for Homeless Youth. August 17, 2006. [Online].
http://www.pathprogram.samhsa.gov/naeh_2005.asp (scroll down)
The September Leadership to End Homelessness audio conference “focused on the unique set of housing challenges facing homeless youth. Stable housing for youth who are homeless should be designed to prepare youth to succeed in future independent housing. The audio conference identified ten essential program elements and described a full continuum of housing options to prevent and end youth homelessness. A new publication, Ten Essential Program Elements for Ending Youth Homelessness, developed by the National Partnership to End Youth Homelessness, was introduced. This is one of “a monthly series of national conference calls focusing on the leading strategies that states, local jurisdictions, and nonprofit organizations have employed to end homelessness.”

Mental Health and Substance Abuse Services for Homeless, Runaway, and Throwaway Youth. [n.d.] [Online].
http://www.samhsa.gov/Homeless/hmpa.aspx
SAMHSA “funds a variety of activities to provide more effective community services for persons who are homeless and who have mental illnesses and/or substance use disorders. Selected activities are presented here.” The page mentions two programs specifically related to youth, the Collaborative Initiative to Help End Chronic Homelessness and Homeless Policy Academies. The Collaborative study will “examine the current state of service provision to homeless, runaway, and throwaway youth and will inform the design of future evaluation studies to identify best practices for serving this population.” SAMHSA is “partnering with HRSA, the Administration for Children and Families, HUD and VA to sponsor State Policy Academies on chronic homelessness” in the Homeless Policy Academies.

National Alliance to End Homelessness. Policy Focus Areas: Youth. [n.d.] [Online].
http://www.endhomelessness.org/section/policy/focusareas/youth
This subpage is devoted to National Alliance to End Homelessness publications on the topic of youth homelessness. Examples of relevant articles include: Fundamental Issues to Prevent and End Youth Homelessness, Ten Essentials to Prevent Youth Homelessness, and Runaway and Homeless Youth: Demographics, Programs, and Emerging Issues. Look for fact sheets, data and statistics, other reports, case studies, presentations and audio multimedia offerings.

Schneir, Arlene, et al., National Child Traumatic Stress Network. Trauma Among Homeless Youth. Culture and Trauma Brief. 2(1): 2007. [Online].
http://www.nctsnet.org/nctsn_assets/pdfs/culture_and_trauma_brief_v2n1_HomelessYouth.pdf
This article describes the prevalence of homelessness among homeless youth – currently estimated at between 1-1.6 million each year. In addition to covering why adolescents leave home, the article provides information on types of trauma faced by runaways and homeless youth and the consequences of this trauma. Those working with runaways and homeless youth will find information on treatment considerations including a list of how to interact with this group and determining services they might need.

Ulager J, Pearson A, Tomescu O, Hill C, Auerswald C, Ginsburg K. Why should I tell you? Homeless youth share what it takes for professionals to earn their trust. Journal of Adolescent Health 2005 Feb;36(2):95-154. [Online].
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=PureSearch&db=pubmed&details_term=%22J%20Adolesc%20Health%22%5BJournal%5D%20AND%2036%5Bvolume%5D%20AND%202%5Bissue%5D
Abstracts of the Annual Meeting of the Society for Adolescent Medicine. March 30-April 2, 2005, Los Angeles, California, USA. No authors or abstracts listed in PubMed. Examine the journal issue for the abstract and author contact information.

Wind Youth Services: Hope for Homeless Teens. [n.d.] [Online].
http://www.windyouth.org/
The Wind Youth Center “offers homeless and high risk teens an array of services that gives these youth a fighting chance at a better future. Through our Tutoring Center, Overnight Shelter, and Outreach Program, Wind Youth can meet their basic needs and give them successful tools for living that are essential for a successful life.” It is one example of a successful program.

Suggested search terms for this topic
Adolescent/s
Teen/s
Youth
Homeless/homelessness
Throwaway youth
Street children
Unaccompanied youth
Runaways
Successful programs
Trust
Relationship/s

Homeless Youth in Pakistan

Ali M. and A. de Muynck (2005). Illness incidence and health seeking behaviour among street children in Rawalpindi and Islamabad, Pakistan - a qualitative study. Child: Care, Health and Development 31 (5), 525–532. [Online].
http://www.blackwell-synergy.com/doi/abs/10.1111/j.1365-2214.2005.00545.x
This study examined “street children's perceptions of health and the barriers to service utilization.” Researchers used a descriptive, cross-sectional study that was carried out during September and October 2000. The data “were collected in twin-cities of Rawalpindi and Islamabad through individual, semi-structured street-based interviews; with 40 school age participants; in addition, three focus group discussions were also completed. The sampling was convenience based.” It concluded, “In developing user-friendly services, it is important to be sensitive to street children's needs and requirements. Eliminating these barriers and the integration of health services among public and private resources are imperative for the regular and sustainable provision of health care to this vulnerable, under-served group of children.” (Abstract).

Ali M, Shahab S, Ushijima H, de Muynck A. Street children in Pakistan: a situational analysis of social conditions and nutritional status. Soc Sci Med. 2004 Oct;59(8):1707-17. [Online].
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=15279927&dopt=Abstract
This paper “examines the social conditions and nutritional status of street children in Pakistan.” Using a “heterogeneous sample of 108 street children in the twin cities of Rawalpindi and Islamabad” the authors determined that key issues on nutritional status were “parental exploitation, police harassment, abuse, and the impact of other street peers in their lives.” The study “concludes that the issue of street children in Rawalpindi and Islamabad is mainly one of "children on the street," while "children of the street" are an exceptional phenomenon. It was noted that, with some exceptions, street children in other world regions share similar risk factors and backgrounds. Findings from this study will facilitate both the identification of high-risk families, i.e. those whose children are likely to take to the street, and timely preventive and rehabilitative measures.”

Gulzar, Rana. Empowering vulnerable youth (street children). Int Conf AIDS. 2004 Jul 11-16; 15: abstract no. MoPeD3703. [Online].
http://gateway.nlm.nih.gov/MeetingAbstracts/102279995.html
As the number of street children increases, more needs to be done to help these children. The purpose of this work is, “To reduce drug use on the streets in particular inject able drug use andprevent the transmission of STDs/HIV/AIDS among vulnerable youth.” The researcher launched “a Peer Education program, which includes awareness of self and body protection focusing on child sexual abuse and STDs/HIV/AIDS, life skills, gender and human rights/children rights awareness, preventive health measure, and care at work.” The paper concluded, “It was found that highly vulnerable to STIs/HIV/AIDS among adolescents are the working children, as they lack protective measures during any sexual abuse attempt are unaware of safe sexual practices. Training of adolescent asPeer educators is recommended.”

Naeem, Zahid. Adolescent Health Problems - Need to Intervene (Editorial). Journal of Pakistan Medical Association, 55(04)April 2005. [Online].
http://www.jpma.org.pk/Misc/PDFDownload.aspx?Download=true&ArticleID=661
Zahid outlines the many problems that male and female adolescents face as they grow and develop. He discusses topics such as nutrition (the lack of especially among females who may be fed last), unwanted pregnancies and unsafe abortions, unhealthy behaviors (smoking, drugs, alcohol use, risk taking leading to death and injury), sexual habits (leading to HIV/AIDS and other STDs with emphasis on homeless youth), and mental health problems. Full text is available in HTML as well.

Prevalence, Abuse & Exploitation of Street Children Islamic Republic of Pakistan. Street Children – Country by Country Reports.[n.d.] [Online].
http://www.gvnet.com/streetchildren/Pakistan.htm
Briefly describes the problem of street children and offers links to sites with additional information.

Puskar, Kathryn R., Kathleen Tusaie-Mumford, Susan Sereika, Jacqueline Lamb. Health Concerns and Risk Behaviors of Rural Adolescents. Journal of Community Health Nursing. 1999, Vol. 16, No. 2, Pages 109-119. [Online].
http://www.leaonline.com/doi/abs/10.1207/s15327655jchn1602_4
The purpose of this article “is to describe the health concerns of rural adolescents. Two national studies, the Youth Risk Behavior Survey and the National Longitudinal Study of Adolescent Health (Add Health Project), are used as comparisons. Data from the rural survey represent 624 community adolescents attending 4 rural Pennsylvania schools. The students were in the 9th, 10th, and 11th grades. The Adolescent Health Inventory was used to report concerns related to general health, psychosocial issues, and risk behaviors. Overall, rural adolescents in the study reported an average of 6.5 (SD = 3.2) health concerns with frequencies of occurrence being always or often and reported an average involvement in 1 (SD = 1.3) risk behavior. Psychosocial issues were reported by 28%, and 23% worried about their general health. Frequently reported risk behaviors included alcohol use, drug use, and a lack of exercise.” (abstract) (PubMed citation).

Sherman, Susan S., Sabrina Plitt, Salman ul Hassan, Yingkai Cheng and S. Tariq Zafar. Drug use, street survival, and risk behaviors among street children in Lahore, Pakistan. Journal of Urban Health, 82, Supple.4, December, 2005. [Online].
http://www.springerlink.com/content/9j4844340317418r/
This study “utilizes data from Project Smile registration data on the program’s initial clients (n=347). The study aimed to compare current, former, and nondrug users regarding their reasons for living on the streets, survival and coping mechanisms, and reasons for drug initiation.” Data from Project Smile has been collected since August, 2003. Project Smile “provides mobile social and health services to street children 6 days a week in selected neighborhoods in Lahore.

Suggested search terms for this topic
Pakistan
homeless
Homelessness
Throwaway youth
Street children
Youth
Adolescent/s
Teen/s
Adolescent health problems

HPV Vaccines for Female Adolescents

Kresge, Kristen Jill. Cervical cancer vaccines. Introduction of vaccines that prevent cervical cancer and genital warts may foreshadow implementation and acceptability issues for a future AIDS vaccine. IAVIReportOnline.org, January 2006. [Online].
http://www.iavireport.org/Issues/Issue9-5/vaccines.asp
The author describes the “potential controversy over the administration of a vaccine for a sexually-transmitted infection (STI) that could impinge on how and when the licensed vaccine is used.” “Other issues surrounding the eventual introduction of these vaccines include the price and accessibility in developing countries where the disease burden is greatest.” Kresge relates the problems administering the HPV vaccine with implementation and acceptability issues for any future AIDS vaccine in the United States.

Kresge, Kristen Jill. Cervical cancer vaccines. Introduction of vaccines for HPV may offer lessons for a future AIDS vaccine. IAVIReportOnline.org, February 2006. [Online].
http://www.iavireport.org/vax/VAXFebruary2006.asp
Kresge describes the problems of infrastructure in providing vaccinations for HPV to children and adolescents in developing countries and relates these issues to future AIDS vaccines.

Colgrove J. The Ethics and Politics of Compulsory HPV Vaccination. New England Journal of Medicine, December 7, 2006; 355 (23):2389-2391, ,. [Online].
http://content.nejm.org/cgi/content/full/355/23/2389
Discusses the implications of a proposed law that Michigan lawmakers passed in the state senate. This bill proposes that vaccination be compulsory for girls entering sixth grade. Parents who objected would be able to opt out of the requirement under the same provisions that apply to other vaccinations. The ethical issues of a mandate to compel young women to get this vaccine are explored. The article is also available in PDF.

Gonik B. Strategies for Fostering HPV Vaccine Acceptance. Infect Dis Obstet Gynecol. 2006; 2006: 36797. [Online].
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1522063
Vaccines that protect against infection with the types of human papillomavirus (HPV) commonly associated with cervical cancer (HPV 16 and 18) and genital warts (HPV 6 and 11) are expected to become available in the near future. Because HPV vaccines are prophylactic, they must be administered prior to exposure to the virus, ideally during preadolescence or adolescence. The young age of the target vaccination population means that physicians, parents, and patients will all be involved in the decision-making process. Research has shown that parents and patients are more likely to accept a vaccine if it is efficacious, safe, reasonably priced, and recommended by a physician. Widespread education of physicians, patients, and parents about the risks and consequences of HPV infection and the benefits of vaccination will be instrumental for fostering vaccine acceptance. (Abstract). This article is available in full text from PubMed Central.

Katz IT and Wright AA. Preventing Cervical Cancer in the Developing World. ("Perspective"; no abstract). New England Journal of Medicine, March 16, 2006, Vol. 354(11):1110. [Online].
http://content.nejm.org/cgi/content/full/354/11/1110
The article describes the problem of screening for cervical cancer and the Age-Standardized Incidence Rates of Cervical Cancer per 100,000 on a global basis, and describes the problem of accessing the vaccine and its cost. Although there is no available abstract for this article, the full-text of the article can be read online. Link to the PubMed citation.

Mayneux EJ Jr. Overcoming barriers to HPV vaccine acceptance. J Fam Pract. 2005 Jul; Suppl HPV Prevention:S17-22. . [Online].
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=16093009&dopt=Abstract
This article does not contain an abstract. It is one of many that can be found in PubMed. See Suggested search terms for this topic below for other articles.

Rager, D. Bernstein, B. Huang, J. Kahn. Human papillomavirus infection in urban female adolescents. Journal of Adolescent Health, Volume 36, Issue 2, Pages 131-131 K.

Should HPV vaccines be mandatory for all adolescents? (Editorial). The Lancet, October 7, 2006, 368:1212. [Online].
http://www.thelancet.com/journals/lancet/article/PIIS0140673606694944/fulltext
After free registration on The Lancet site you can gain access to this editorial. The editorial describes the vaccine and its use and raises questions about funding and who should be immunized. You are encouraged to add comments about the editorial.

Saslow, D, et al. American Cancer Society Guideline for Human Papillomavirus (HPV) Vaccine Use to Prevent Cervical Cancer and Its Precursors. CA Cancer J Clin 2007; 57:7-28. [Online].
http://caonline.amcancersoc.org/cgi/content/full/57/1/7
The American Cancer Society (ACS) has “developed guidelines for the use of the prophylactic human papillomavirus (HPV) vaccine for the prevention of cervical intraepithelial neoplasia and cervical cancer. These recommendations are based on a formal review of the available evidence. They address the use of prophylactic HPV vaccines, including who should be vaccinated and at what age, as well as a summary of policy and implementation issues. Implications for screening are also discussed.” (Abstract).

STD-Prevention Counseling Practices and Human Papillomavirus Opinions among Clinicians with Adolescent Patients --- United States, 2004. MMWR, October 20, 2006, Vol. 55(41):1117-1120

Montaño D, D Kasprzyk, L Carlin, A Greek, C Freeman. STD-Prevention Counseling Practices and Human Papillomavirus Opinions Among Clinicians with Adolescent Patients --- United States, 2004. MMWR, October 20, 2006 / 55(41);1117-1120. [Online].
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5541a1.htm or
http://www.cdc.gov/mmwr/PDF/wk/mm5541.pdf
In May 2004, CDC “mailed surveys to 5,386 clinicians in seven specialties who commonly provide STD diagnosis, treatment, and prevention services.§ Nationally representative samples were drawn from databases that included members and nonmembers of the American Medical Association, American Association of Physicians' Assistants, American College of Nurse Midwives, and American Association of Nurse Practitioners. Clinicians were eligible for the survey if they practiced >8 hours per week in an outpatient setting, they provided routine checkups, and >20% of their patients were aged 13--65 years. Stratified sampling by specialty was conducted to enable comparisons among specialties. The survey collected data on clinician demographic, practice, and patient characteristics; STD risk assessment, counseling, and education practices; and opinions regarding HPV infection prevention methods.” (Document). This article reports on the results of the survey.

Zimet GD. Improving Adolescent Health: Focus on HPV Vaccine Acceptance. Journal of Adolescent Health, Dec. 2005, Vol. 37(6 Suppl):S17-23. [Online].
http://www.aidsvaccineclearinghouse.org/pdf/HPV/journal_articles/Focus_on_HPV_acceptability_JAH_12.1.05.pdf
The “success of future human papillomavirus (HPV) vaccination programs will depend on individuals' willingness to accept vaccination, parents' willingness to have their preadolescent and early adolescent children vaccinated, and health care providers' willingness to recommend HPV vaccination. The purpose of this article is to provide a qualitative review of the relevant literature, including research on knowledge and attitudes about HPV infection and its clinical sequelae, the acceptability of HPV vaccination to individuals and parents, and health care providers' attitudes about recommending HPV vaccination.” Full text is available online at the URL given above. PubMed citation.

Suggested search terms for this topic
HPV Vaccine Acceptance
human papillomavirus (HPV) vaccine
cervical cancer
Adolescent
Teen
Parents
PubMed search for additional scientific articles.

Positive Youth Development

Catalano, Richard F., M. Lisa Berglund, Jeanne A.M. Ryan, Heather S. Lonczak,
J. David Hawkins. Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs. Social Development Research Group, University of Washington November 13, 1998. [Online].
http://aspe.hhs.gov/hsp/PositiveYouthDev99/
In September, 1996, the Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (ASPE) through the National Institute of Child Health and Human Development (NICHD), awarded a grant to the Social Development Research Group (SDRG) at the University of Washington, to examine existing evaluations of positive youth development programs and to summarize the state of the field. The specific goals of the project were: to document and describe why a "shift in approach" has been called for which highlights characteristics of positive youth development; to document and describe the commonality between risk and protective factors linked to problem behaviors in youth; to research and establish both theoretical and empirical definitions of positive youth development and associated concepts; to identify evaluations of positive youth development interventions, and to examine and summarize what has been learned from these studies; to identify elements contributing to both the success and lack of success in positive youth development programs and evaluations; and to examine ways to better evaluate existing and proposed models. The report provides an Executive Summary, describes the origins of the Positive Youth Development Field, defines and evaluates Positive Youth Development, offers empirical evidence on Positive Youth Development Programs and Evaluations, and in Chapter 4 provides a summary and conclusions. Eleven indices and many references. (Note: This article appeared in the APA journal in June 2002 and is also available online. Four commentaries explore related issues)

National Conference of State Legislatures. What is Positive Youth Development? 2007. [Online].
http://www.ncsl.org/programs/cyf/positiveyouth.htm
This short article provides a definition of Positive Youth Development and gives six common goals of Positive Youth Development. Links to organizations with a strong interest in this topic and research efforts are listed.

National Research Council. Board on Children, Youth and Families. Community Programs to Promote Youth Development. National Academies Press, 2002. [Online].
http://www.nap.edu/books/0309072751/html
Available for online reading this book includes ten chapters, several appendices and references and an index. Topics range from adolescent development, to various community programs for youth, to lessons from experimental evaluations, to data and technical assistance resources and to funding and support for programs. The last chapter offers conclusions and recommendations.

National Youth Development Information Center. [n.d.] [Online].
http://www.nydic.org/nydic/
Look for extensive news on programs, reports, projects, cultural differences, services, tips for communicating youth issues and on other relevant topics. Links to the original content are provided making this is a rich source of information. The Center offers a youth development library, information on funding, programming, training, policy and advocacy, and research, evaluation and statistics.

Suggested search terms for this topic
Action research
Adolescent/s
Youth
Youth development
Positive youth development
Teen/s
Adolescent sexuality
teen pregnancy prevention
adolescent sexual health

Public Health Internships

Greenberg, Carrie. Internship and Mentoring Programs for Hispanic Students. 2007. [Online].
http://www.fastweb.com/fastweb/resources/articles/index/103229
Lists numerous Associations and organizations that provide internships for Hispanic students.

The Hispanic Association of Colleges and Universities (HACU) National Internship Program (HNIP). 2002. [Online].
http://www.hnip.net/
With more than 3,800 participants over the last ten years, HACU is the largest Hispanic internship program in the nation. (Description from the CDC page on training). Interested in corporate and government agency internships? This is the site for you. Applicants can apply online.
Hispanic Health Professional Training Internships. 2006. [Online].
http://ihccm.ucsd.edu/ihccm_hhpti.html
A “six-month training internship for qualified Hispanic students or recent graduates interested in research experiences in HIV/AIDS and related infections with Latino populations living in the US-Mexico border region.” From the University of California, San Diego.
Hispanic-Serving Health Professions Schools, Inc. (HSHPS) Summer Internship Program. 2004-2005. [Online].
http://www.studentinternshipprogram.com/
This Eight-week Internship Program which commences annually on June 1, will provide the opportunity for medical students to work at the Centers for Disease Control and Prevention, and to gain knowledge about the Federal government careers and skills related to prevention research, surveillance, public health policy and program development. Through this internship, students will have the opportunity to develop their awareness and skills for future careers in public health, focused on Hispanic health.” (Description from the CDC page on training). The Hispanic-Serving Health ProfessionsSchools (HSHPS), a 501(c)3 non-profit organization, was “established in 1996 with support from the U.S. Department of Health and Human Services (DHHS) in response to Executive Order 12900, “Educational Excellence for Hispanic Americans.”

National Institutes of Health (NIH) Research and Training Opportunities. April 12, 2007. [Online].
http://www.training.nih.gov/index.asp
NIH has internships, awards, and other programs for students from high school through graduate school in a variety of health fields. (Description from the CDC page on training). Look for internship programs in various disciplines.

Prevention Research Centers/CDC Minority Fellowship. June 14, 2006. [Online].
http://www.cdc.gov/prc/training/trainings/cdc-prc-minority-fellowship.htm
In collaboration with the Association of Schools of Public Health, CDC selects doctoral-level students of ethnic or racial minority origin for two years of training and guided research at a Prevention Research Center. The fellowship provides training in prevention research and community-based participatory research. The fellows have academic researchers and community participants as mentors for conducting research with communities distinct by race or ethnicity, age, income, or other socioeconomic factors. This fellowship affords a two-year opportunity to gain practical, first-hand experience in prevention research. Fellows participate in projects under the direction of leading experts in public health and prevention research. Fellows work on current PRC projects and are encouraged to propose their own projects related to PRC activities. (Description from the CDC page on training).

Public Health Prevention Service. October 18, 2004. [Online].
http://www.cdc.gov/epo/dapht/phps/agency.htm
The Public Health Prevention Service (PHPS) in the Epidemiology Program Office announces the request for applications (RFA) for two-year field assignments for the 2003 PHPS class of Prevention Specialists. The first year is spent at CDC in one to two CIO assignments. In the second and third year Prevention Specialists are assigned to a single two-year field assignment at a public health agency. A competitive application process matches eligible public health agencies with Prevention Specialists based upon program needs and Specialists' interest and geographic preferences. (Description from the CDC page on training).

Smith, Jenny. Chapter 4. Champions and the Infrastructure. In: Education and Public Health: Natural Partners in Learning for Life. 2003. [Online]. http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=6806b2cc2fcaff00VgnVCM1000003d01a8c0RCRD
Chapter 4 deals specifically with internships and the community but the rest of the book is certainly worth exploring. It is available from this page. This chapter explores infrastructure support, obstacles to starting a new program within a School of Public Health or department, and contains considerable information about successful programs at Schools of Public Health.

Suggested search terms for this topic
public health
Hispanic
Field Research
Internships
Several government organizations and associations also provide internships and training. Examples include: U.S. Department of Labor

Scapegoating Youth

Gluckman, Ryn. The Scapegoating Of America's Youth. ZNet magazine, March 19, 2002. [Online].
http://www.zmag.org/content/Youth/gluckman_scapegoating.cfm or http://www.zmag.org/0024.htm
Offers another look at the issue of scapegoating youth.

Koroknay-Palicz, Alex. Scapegoating of Youth. [n.d.] . [Online].
http://www.asfar.org/zine/9th/cover.html
A new scapegoat is being fabricated. This scapegoat is our youth. The article by Koroknay-Palicz describes the effect of the media campaign to bias news reporting against our youth. Eight journalistic techniques that “bias news include: bias through selection and omission; bias through placement; bias by headline; bias by photos, captions and camera angles; bias through use of names and titles; bias through statistics and crowd counts; bias by source control; and through word choice and tone (Media-Awareness Network).” Other biases and methods of scapegoating youth are listed. The article concludes, “In spite of dangerous levels of adult violence, youth are the scapegoat which society has chosen to bear the burden of blame.” Other copies of the same article are available on the Web.

Males, Mike A. The Scapegoat Generation: America's War on Adolescents. Common Courage Press; Reprint edition, March 1996. (Paperback) ISBN: 978-1567510805. [Online].
http://www.amazon.com/Scapegoat-Generation-Americas-War-Adolescents/dp/1567510809
Examines the myths and other information available on this topic. Males makes strong use of statistics and determines that the media depiction of adolescents is incorrect. One reviewer says this is a “must-read” book on the topic for public health professionals and others working with youth.

Schehr, Robert Carl. Conventional Risk Discourse and the Proliferation of Fear. Criminal Justice Policy Review 2005; 16 (1); 38. [Online].
http://cjp.sagepub.com/cgi/reprint/16/1/38.pdf
The academic and service provider literatures addressing risk, especially youth risk, have produced an array of theoretical and conceptual interpretations consistent with the perpetuation of fear. It is the author’s contention that conventional risk discourse serves the ideological purpose of marginalizing undesirable groups, which leads to the creation and proliferation of technological and behavioral modes of social control. The author also contends that dominant cultural interests perpetuate a discourse of fear that neglects contemporary insight into structural causes of nonnormative violent behavior. (Abstract). This article is an extensive discussion of the topic.

Suggested search terms for this topic
Youth
Adolescents
Teens
Scapegoat/scapegoating
Blame/blaming
Anti-youth bias and stereotypes
Youth violence

Social and Emotional Issues of Children with Diabetes

Developmental Issues: Early Adolescence. Children with Diabetes. August 29, 2002. [Online]
http://www.childrenwithdiabetes.com/d_0n_b50.htm
Describes the changes the pre-adolescent is going through and offers suggestions for helping the pre-adolescent manage his/her diabetes.

Developmental Issues: Adolescence. Children with Diabetes. August 29, 2002. [Online]
http://www.childrenwithdiabetes.com/d_0n_b60.htm
Describes the physical and emotional changes the adolescent is going through and offers suggestions for helping the adolescent manage his/her diabetes.

Guthrie, Diana W., Christos Bartsocas, MD, Przemyslawa Jarosz-Chabot and Maia Konstantinova. Psychosocial Issues for Children and Adolescents With Diabetes: Overview and Recommendations. Diabetes Spectrum 16:7-12, 2003. [Online]
http://spectrum.diabetesjournals.org/cgi/content/full/16/1/7
This article “addresses and expands the section of the ISPAD guidelines dealing with psychosocial issues in children and adolescents with diabetes in order to aid in the diabetes management decision-making process. The goal of both this article and the ISPAD guidelines is to aid in the development of diabetic children into well-adjusted adults with the highest possible degree of diabetes control.”

Holmes, Clarissa S., Deedrah Respess, Tammy Greer and Johnette Frentz. Behavior Problems in Children With Diabetes: Disentangling Possible Scoring Confounds on the Child Behavior Checklist. Journal of Pediatric Psychology, 1998 23(3):179-1. [Online]
http://jpepsy.oxfordjournals.org/cgi/reprint/23/3/179.pdf
“…children with diabetes obtained higher Internalizing and Total Behavior Problem scores than controls. This group difference persisted whether the Somatic Complaints scale or the Diabetes Items were deleted. Compared to controls, children with diabetes obtained mildly elevated scores on six of the eight CBCL scales, regardless of scoring method, suggesting that their mildly elevated behavioral profile is not confounded by physiologic symptomatology. (Abstract) Pubmed.

McCarthy, Ann Marie, Scott Lindgren, Michelle A. Mengeling, Eva Tsalikian, and Janet C. Engvall,Effects of Diabetes on Learning in Children. Pediatrics 2002 109(1 e9) January. [Online]
http://pediatrics.aappublications.org/cgi/content/full/109/1/e9
The purpose of this study was “to determine whether type 1 diabetes significantly interferes with the development of functional academic skills. It was hypothesized that 1) children with type 1 diabetes would demonstrate deficits in academic performance and behavior when compared with sibling or classmate control subjects and 2) that academic performance in children with type 1 diabetes would decline slightly but significantly over time whereas the performance of siblings or classmates would not. … For most children, type 1 diabetes is not associated with lower academic performance compared with either siblings or classmates, although increased behavioral concerns are reported by parents. The results of this study suggest that the subtle cognitive deficits often documented in children with type 1 diabetes may not significantly limit the functional academic abilities of these children over time. However, careful monitoring is still needed to ensure that episodes of hypoglycemia associated with seizures are not adversely affecting learning.” (Abstract)

Overview of Diabetes in Children and Adolescents. National Diabetes Education Program, August 2006. [Online]
http://ndep.nih.gov/diabetes/youth/youth_FS.htm
This PDF fact sheet covers What is Diabetes? Identifying Children with Diabetes, Helping Children Manage Diabetes, Special issues, and Helping Children Manage Diabetes. Links to research projects and various useful resources are included.

Suggested search terms for this topic
Social issues
Behavioral issues
Emotional issues
Psychosocial issues
Diabetes, type 1/Type 1 diabetes
Children

Substance Abuse Prevention Programs for Native Youth

American Indian and Alaska Native Mental Health Research: The Journal of the National Center. 2006. [Online].
http://aianp.uchsc.edu/ncaianmhr/journal_online.htm
The journal “publishes a variety of articles related to the mental health status of American Indians and Alaska Natives.” A sampling of article titles includes such topics as social support for those in treatment, best practices, American Indian teens self-rated health, and alcohol problems in Alaska Natives.

Hazel, Kelly L. and Gerald V. Mohatt. Cultural and spiritual coping in sobriety: Informing substance abuse prevention for Alaska Native communities. Journal of Community Psychology, 29(5): 541 – 562, 2001. [Online].
http://www3.interscience.wiley.com/cgi-bin/abstract/85008115/ABSTRACT?CRETRY=1&SRETRY=0
“Culture and spirituality have been conceptualized as both protecting people from addiction and assisting in the recovery process. A collaborative study, utilizing focus group and survey methods, defined and examined cultural and spiritual coping in sobriety among a select sample of Alaska Natives. Results suggest that the Alaska Native worldview incorporates a circular synthesis and balance of physical, cognitive, emotional, and spiritual processes within a protective layer of family and communal/cultural beliefs and practices embedded within the larger environment. Cultural-spiritual coping in sobriety is a process of appraisal, change, and connection that leads the person toward achieving an overarching construct: a sense of coherence. Cultural and spiritual processes provide important areas for understanding the sobriety process as well as keys to the prevention of alcohol abuse and addiction.” (Abstract)

Mohatt, Gerald V., S Michelle Rasmus, Lisa Thomas, James Allen, Kelly Hazel, and Chase Hensel. "Tied together like a woven hat:" Protective pathways to Alaska native sobriety. Harm Reduction Journal, 2004; 1: 10. Published online by PubMed Central November 17, 2004. [Online].
http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=535345
This paper describes the People Awakening Project by offering background information on problems that Native Americans and Alaska Native people have with alcohol abuse that can lead to social, psychological, and physical problems. Methods and results are also described. Yuut cayarait describes the community, family and individual contexts that protected participants in this study during childhood. Also of interest is the Heuristic Model of Alaska Native Protective Pathways, a model that represents a culture specific mapping of protective processes, and other words that describe protective contexts. The findings of this study “offer perspectives on the resilience and the sobriety process of indigenous people and more precisely contextualize elements of the Triadic Theory of Influence within one indigenous group.”

SEARHC - SouthEast Alaska Regional Health Consortium. 2007. [Online].
http://www.searhc.org/
SEARHC is a “non-profit tribal health consortium of 18 Native communities which serves the health interests of the Tlingit, Haida, Tsimpshean, and other Native people of Southeast Alaska.” It offers access to care through various facilities and community clinics. Services include medical and dental services, substance abuse and treatment services, traditional Native healing, health promotion, and mental health, among many the services offered.

Suggested search terms for this topic
Substance abuse prevention programs
Drug abuse
Native Americans
Alaska
Prevention program/s
Treatment programs
Sobriety

Youth Suicide Prevention

State of Oregon: Youth Suicide Prevention Program. [n.d.] [Online].
http://www.oregon.gov/DHS/ph/ipe/ysp/index.shtml
Suicide is the second leading cause of death among Oregonians aged 10 to 24. Those in crisis can contact the Crisis Lifelines featured as the first block of content on this home page. Communities can use the Oregon Youth Suicide Prevention Plan to prevent adolescent suicides. The Oregon Youth Suicide Prevention plan outlines 15 strategies to reduce youth suicide. The Data & Statistics section offers data on suicide rates as well as other information. Examine the Oregon Healthy Teens Survey. This annual survey of 8th and 11th grade students “monitors the health and well-being of adolescents in Oregon” including depression, suicidal ideation, and suicide attempt questions. Also available are links to the Adolescent Suicide Attempt Data System to Vital Statistics Data and to more Data Sources, Evaluation, and Reports. Publications are available in English and Spanish.

Washington State. Youth Suicide Prevention Program (YSPP). 2004-2007. [Online].
http://www.yspp.org/
Some of the highlights of this site include a parent’s guide to recognizing and treating depression in children, a Flash movie titled, “Why?” a FAW, various statistics and recent media coverage of youth suicide and related topics.
The site offers statistics on suicide death rates, on the number of suicides vs. number of attempts and other information in tables and in charts. If you are interested in the intersection of suicide and self-harm be sure to visit the Suicide and Self-Harm page. Also helpful is the Gatekeeper Training program, a program “designed for adults who work with young people on a daily basis: teachers, school counselors, mental health and social service professionals, police, clergy, health care practitioners, youth group leaders and others.” Other training opportunities are featured prominently on the site.

Youth Suicide Prevention Programs. September 9, 1992. [Online].
http://wonder.cdc.gov/wonder/prevguid/p0000024/p0000024.asp
This is an older site being maintained for historical purposes but is still useful. This publication links to common topics of interest such as gatekeeper training, suicide prevention programs, screening programs, peer support programs and crisis centers and hotlines.

Youth Suicide Prevention School-Based Guide. [n.d.] [Online].
http://theguide.fmhi.usf.edu/
The Youth Suicide Prevention School-Based Guideis “designed to provide accurate, user-friendly information. The Guide is not a program but a tool that provides a framework for schools to assess their existing or proposed suicide prevention efforts (through a series of checklists) and provides resources and information that school administrators can use to enhance or add to their existing program.” A Literature Review for the Guide's development and an annotated bibliography (in two parts) is included for background information in PDF.

Suggested search terms for this topic
Youth suicide prevention programs
Sustain/Sustaining/Sustainability
Suicide prevention programs
Adolescents
Teens
Youth

Laura Larsson, MLS, is on the clinical faculty of the Health Services Department in the University of Washington School of Public Health and Community Medicine. She can be contacted at larsson@u.washington.edu.